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P.M taking roll call present Melinda sabraski Charlene Diaz here Fred Rushton here if there's a key here Sheila Barnett here so all of us are here would you please stand and say the Pledge with me I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all all citizens here present we ask that you print your name on the attendance sign-in sheet at the entrance it's nothing more than knowing who is here we have a call to the public are there any oh this is the time that the public may speak to the governing board regarding issues within the jurisdiction of the governing board and subject to reasonable time space and Mana restrictions as the governing board May establish see policy b e d h comments will be limited to three minutes per individual unless specifically waived by the governing board at the conclusion of the call to the public individual members of the governing board May respond to criticism made by those who have addressed the board may ask staff to review a matter or may ask that a matter be placed on a future agenda however the governing board cannot take action on matters that have not been noticed in advance as part of the agenda I keep forgetting how nice that is not have to read them um we need a motion to adopt music do we have them do we have one we do oh I'm so sorry did you did you face a paper did you fill out the form in the back now there's a form in the back for you to fill out now that's can we do it without the form well we still need give her a second that's okay that's okay thank you and thank you for hearing me my name is Jody Corelli I am the music director over at Fox Creek Junior High School um I have a proposal for us to be a sister school to a school in Haiti um I have a letter to read and I'm sorry I'm going to do this I'm going to get emotional about this um this was said to me uh by a gentleman named Johnson uh St Louis via email says ladies and gentlemen thank you in advance for your time and consideration in this manner my name is Gibson St Louis I am the owner of E coli classic mix do revage child development foundation in hinch Haiti since 2010 I've had the opportunity to help children in my community after a great earthquake sorry a great earthquake shook Haley with a 7.0 reading on the Richter Scale along with eight aftershocks this left many children without homes or without someone to care for them also Hurricane Matthew hit heart in 2016 and in 2021 again Haiti was hit with an earthquake of 7.2 with at least 2 200 confirmed dead with another 334 people missing many more homes were destroyed children from part of Prince which is near the ocean was moved to the plateau Central which is more centrally located in Haiti as it is a safer place for them to live with limited resources my mother and I started the school for these children in 2000 square foot space to support this school I made small arts and crafts to be able to support the school and pay for the teachers we now have about 200 students from different Villages and we have five full-time teachers our goal is to develop an orphanage as soon as possible and there are many other things that he would also like to have for these children he's looking at legal aid counseling services for them to be able to um cover from the the trauma also after the earthquakes many families had died and they're trying to do reunify their students with family members they have an annual budget excuse me a three-year annual budget that is less than the average teacher salary sorry average teacher salary for one year for our district I have a budget plan here excuse me this shows um if you'd like to see that I could pass it on sorry I don't have more copies but I underlined his teachers are the most important thing to him he has five teachers they get paid 90 a month um and sometimes he has trouble coming up with that uh those funds and then he has um different items on his budget for Learning and instruction okay and then there's uh he has a upcoming projects as well so I don't know if you want this page now I can kind of can be here anyway um I would like to partner with this school and I would like to do some fundraising either like through How We Do how we do uh fundraising through life Culver's or even you know some kind of dinner night or something like that even if we did like a site fund and teachers pitched in five bucks a piece we're going to be more than able to make that goal that he has for him so thank you for your time thank you for the information um I need a motion to adopt the agenda I make a motion we adopt the agenda hi second the motion point of order and I have a question please first before we vote um I'm sorry I don't remember the lady's last name that was just Crawley Crowley Miss Crowley um did I hear a request in what she was saying that the board considers something to allow something that that would Fred basically we cannot act on that what what you what you can do at the end of this meeting is to put it on the agenda for next time to direct Dr Stewart to investigate it I thought we could do that now from what I just read no okay wrong place you cannot take action no at this time understand yeah all right at the end of the meeting when it says board member input or whatever it says future topics yeah future topics thank you and would we be able to do that at the July 18th special meeting perhaps if you want it on that agenda so there is a possibility for that but at this time the answer is no okay thank you so do I I have a motion wait a second in a second all those in favor I'm Melinda sabroski aye Charlene Diaz hi Fred Rushton hi Barb zerzicki hi Sheila Burnett I want to thank you to everybody can you put put that up oh yeah here it is yeah um IKEA utility carts wow sunrise what are you going to do with those we want to thank everybody who did this Maverick and this Anonymous donor that was a really sweet thing to do thank you to Maverick here in Bullhead City though also we have a community that seems to give at the drop of the Hat item 3.8 superintendent's report Madam president and board members we have you have the written reports I would highlight in case if Cass if you would show the project tracker it's really nice to see some of those nice purple lines and some things that are now at 100 percent and uh and I'm going to share with you in a minute some things that are not even on the project director that I never got on there I'll share some information but I thought you'd enjoy seeing uh movement on on some of these things right now and then Cass if you would show the um the work ticket report um and this wraps up uh the fiscal year and from October when we began our own facilities Department um and through to the end of the year you can see that our facilities folks have made a huge dent in the in the inherited job requests when we started in our program in October there were 1075 outstanding work orders with ABM and we're close we closed the year with 324 of those remaining so our folks have just been whittling away at those as the year has gone along in the meantime there have also been all of our own reports and and you can see that we're consistently getting a lot of those you know we get new Lots new in and then taken out each each month and then the chart at the bottom shows you on a day-to-day basis when things come in and when things get handled so I wanted to call attention to the fact that our facilities people have been very busy and are trying to address everything in a timely manner um thanks um there are the financial reports mno unrestricted capital and food service and I I'm not going to have her pull them up but I will tell you that they will look very different in a month for closing out the fiscal year for 23 Because by the end of July we will have been closing paying off invoices that come in from from the previous year and closing out purchase orders and we'll have a better handle on what our financial status is at that time I would I do have a lot of miscellaneous updates and I'd like to share them with you because I think their cause for celebration um not on the project tracker so here are things that have been accomplished in the last month all of all of our sites that were still needing to have flooring work done excuse me have been tested for asbestos and we have no other asbestos in our district from for Fox Creek and Diamondback the Middle School offices where we had the flood and had the asbestos issues and whatever this week they are doing those floors hopefully by the weekend those floors will be the the sealer will be cured or dry and we can start to move back into the middle school offices probably by Monday and maybe have it open by Tuesday um yeah and they're they're excited to have that happening because it's been oh it's been a mess yeah Julie's really happy um the library the floor in the library and and I'm calling attention to our various libraries because those are huge areas and um and it's required moving shelving and books and tables and all kinds of things out of those areas so the Middle School library is done the floor is done Julie has said it looks wonderful and so things will be moving back into the library all of the floors are done at Coyote Canyon that were scheduled to be done they're really happy and getting ready to move all the things back into the preschool classrooms and um and they look really good Sunrise flooring project is done completed so we have one campus done well two campuses coyote in Sunrise are done I will tell you it's really nice to be able to use that word um and I will tell you that the Desert Valley Library is done and that's a huge area so that flooring is done and things are being moved into that Library so three of our libraries are uh are uh complete we were very concerned about the library the library at Diamondback will be done next week and I will tell you that those areas are large it takes five days to do the libraries so uh Diamondback will be done next week Fox Creek will be done the week after and then the rest of the campuses because it's a classroom or two at a time we can do on you know on weekends on Friday Saturday Sunday but those huge areas take a lot of time so we're really glad to have those done before school starts um let's see the child care center is I haven't been over there yet Jen visited yesterday and the word that everybody is using is amazing amazing and I'm planning on going and visiting tomorrow and taking some pictures that I will share with you and they're going to have they're going to have their DHS inspection DHS inspection on Monday so if we pass that inspection we can open on Wednesday come up with a name no we're just all calling it The Child Care Center I made some suggestions the other day because I kind of Googled it when I was kind of silly and goofy at 10 p.m one night and they didn't like any of my suggestions [Laughter] they the one they really didn't like was Cactus Maximus shocker [Laughter] um but I I did that simply to try to get people's creative juices going but obviously at 10 pm I was just being I mean I was getting a little goofy so uh whatever um at Desert Valley the four life skills classrooms we were doing uh some I don't want to say renovation because that isn't really the case but some repairs in there we were putting uh some plastic things around the wall to protect kids because they have accidents and they kick things and they break holes in this drywall and stuff so we did that we also had every electrical outlet in that room was low well that's not a real good situation when you have most children but it's really not a good situation when you have highly at risk kids so all of the electrical things have been moved up and as we speak well maybe not right this moment but certainly yes today the floors and the carpets being removed and those floors are being done in those four rooms so those rooms are going to be like new by by the end of next week so we're pretty excited about that um the playground the life skills playground is in progress so it meant removing the the equipment that was there leveling removing the the ground cover and leveling that ground and pouring the concrete for the sidewalk they've poured that and and the sidewalk goes all the way around because that's going to be the tricycle track okay the tricycle track and then um uh the equipment will go in and then the soft flooring for two-thirds of it we're going to have the the part that's under the shade structures will be the soft flooring and then there will still be pea gravel in a section that's outside but we're all really excited about about the progress of that project and it will be it should be done about the time school starts about the time school starts um let's see uh lost in all of this somewhere along the line was the fact that we're replacing some Roofing at Desert Valley and that's in progress that's paid for by sfob and so that's a pretty hefty project that's been going on for for about three weeks now and so we'll be happy because there'll be some classrooms that won't get wet this year if we have rain there was some serious Plumbing issues outside those life skills classrooms and and was and it was creating problems in the restrooms that are by those life skills classrooms come to find out that we have we had a section of of sewer outside those classrooms that extended North from there and then just stopped it didn't go to anything it was just pipe and then it just stopped and it was uh it was old pipe and the Trees of course found that water oh yeah so uh when they dug dug up the sewer to find out why is why is the sewer not working the four inch pipes were literally full of tree roots literally full it looked like spaghetti in in that whole thing so that's all been repaired and needless to say that pipe has been capped off so it won't create any more problems and the joints for the joints for the sewer line will will be uh are are so that tree roots cannot get inside because that's where they come in it's where the where there are the joints and if you don't have uh the correct joint they find their way in they force their way in so that's been taken care of and I will tell you we have an amazing plumber who who takes care of these things for us and and the other facilities people help but he's primarily the one who takes care of it um so we don't have to Outsource you know all we're paying for then is supplies which is wonderful um okay The Chiller at Desert Valley uh we're having to do Band-Aids to keep that thing running and they're managing to keep it running we have applied to sfob to either replace it or instead of replacing the chiller which has with Bullhead water has to be replaced about every 15 years and the cost right now for a chiller system like that one is probably depending on what all would have to be replaced between 500 and 750 thousand dollars so we have proposed sfob that instead of replacing the chiller that is that is cooling 24 rooms on that campus that we put 24 HVAC units instead and it doesn't take a math genius to figure out that even with the cost of HVAC systems right now that's going to be a lot less than half a million to 750 000 so we'll see what sfob says but in the meantime we're band-aiding it and uh keeping it running so that we have those 24 classrooms cool for school um okay the den project uh passed uh got the recommendation from Planning and Zoning it goes to the city council on the 18th which is next week I'm hopeful that some or all of you will come over there and and buy your presents support it uh and I'll answer any questions that the city council might have um and uh and real really good planning uh in that process is going on if you're interested in kind of seeing what right now the project will look like I'll have Cass put up the uh the engineers drawing so you can kind of see what the direction we're going and on the left at the bottom where you see this chart the dotted line represents the elevation on our property right now so you can see that there's a very low place on the left and there's a pretty high place on the right the solid line shows you um uh how it how they're proposing to move the dirt and have the elevation look on the property um and so it's Much More Much More Level it isn't level but it's more level up above you can see the engineers drawing and and you can see that where the houses are and the proposed dog park and the proposed Clubhouse will be somewhat level and then areas on the edges that that drop back down and you can see the retention areas because we must have a water I have must have water retention um and so this is a little different than the drawing that was originally presented to Planning and Zoning but similar enough that you know the decisions that will be made next week will will let us proceed with this so you can if you can read it at all you can kind of see the spots for 20 houses eventual 20 houses a clubhouse in the upper left corner a little place for a dog park across the street from the from the clubhouse because we want this to be a neighborhood so we want it to be pet friendly and nice for our employees I thought that would give you a little taste of of what we're talking about here so when do we need to meet the city Tuesday tonight Tuesday Tuesday at our special city council starts at 5 30.

uh academics and instruction updates uh we the leadership team which is our directors our principals and assistant principals we met for two full days Monday and Tuesday uh we reviewed expectations uh plans for the year and a number of policies that that principles really have to be familiar with employee evaluations grievances disciplinary kinds of policies we determined some plans for dealing with our classrooms for uh in which we do not have certified teachers at this time and all of our sites actually Fox Creek has a full faculty and Desert Valley has a full faculty we have vacant positions at Sunrise Diamondback and the Middle School fortunately our principals have been in touch with uh with ESI and with some of our well-known folks to be long-term Subs in some classrooms people that we've worked with in the past and so that will take care of some of the situations in other cases we will combine classes for the time being and continue to look for teachers obviously and continue to look for some long-term subs for some of those positions the principal ship at Diamondback is currently vacant we did receive an application today it's the first one we've had for some consideration for that position in the meantime Miss emlin who is the assistant principal will be in charge and both Mr Roy and Ms Wilsey have indicated that they would go to that site one day a week and assist with what needs to happen up there so you know so we have a plan um is it the you know is it great nope but our people are really good about stepping up and and helping wherever we need we revised part of part of what we did in those two days in a whole list of things we did but one of the things we did was discuss and have ready to propose to you and in fact it's on the agenda a revised scoring on the teacher evaluation instrument um to reflect higher expectations uh for how we for determining who is proficient um and who is you know who is developing who's proficient and who is distinguished and um uh and and uh that you know was a collaboration amongst uh the whole team uh so the proposal you you have on the agenda is from the team and I certainly support it or I wouldn't present it but it's very nice when we can have all of the folks who have to implement something on board and and first of all participating collaborating in the decision-making process but then on board with the final decision I think that is better for our students and it's certainly better for our employees um and then a collaborative commitment amongst the group for um instructional empowerment our our professional development program that that's coming in and for uh the school integrated action plans that you all heard about in the spring so A Renewed commitment to making sure that all of those things happen and it's really important for us to have done that because we have some new folks on board and uh it's important that you know that everybody's on the same page with that um and then Jen and I met with the folks from instructional empowerment Wednesday yesterday was that just yesterday who yesterday to establish the expectations on both sides so what do we expect them to help us do and what do they expect us to do in return so that was a good meeting for us to have and in fact they are starting their work with us next week and we'll be here uh in person coaching our folks and starting starting that process we did training also for the use of the title one crate that's it that's its name but essentially that is the reporting system that our schools use to Ade in terms of what what do we intend and what are we doing relative to our school integrated integrated action plans and that's an ongoing process through the the whole year so they had training in using that tool that online tool and then finally we had a finally we had training on a program that we purchased this year called panorama um uh Jen used we used Esser funds to do this it is an absolutely incredible program that pulls data from Synergy so it pulls student information data it pulls data from our Dibbles testing it pulls data from Galileo testing it pulls all kinds of data about each student that allow us to see everything that impacts that student's educational program and and ties That to the to the results so it makes it so our folks can can really drill down and say student X is doing this in math and these are the areas that need additional assistance for this student so it essentially helps us determine small groups it helps us determine interventions for our kids it is an incredibly comprehensive and robust program Gathering data that would take any of us oh my gosh days and weeks to pull together and I watched the and you know we had the trainer but she gave each of our people a little time to play in it and and play as you know to work with it to see how it works and I looked around and it was like it was like kids with a new video game they were you know it's like oh look we can do this so uh not only is it a really incredible program it's easily accessible for them but it also they were excited about the kind of data that it would give them so it was that was a really good training so we had a very busy two days uh focusing on kids so uh let me make sure I didn't leave anything out of this actually very long report that's it and I'll answer any questions or I'll try we've been busy yeah any questions moving on then to uh three item 3.9 board member updates anything that we need to talk about anything we need to talk about yeah okay no item four consent agenda Madam president if I may before you have a motion to consider the consent agenda I have a couple of Corrections in the personnel um list under new hires John Valencia is actually will be a special ed teacher at Desert Valley not a fifth grade teacher at the middle school and James ocean Bauer will be at the middle school he is a sixth grade math teacher but Eileen forgot to put the middle school on there and then under the items for the item for handbooks um I said I would like you to for the time being to pull the preschool handbook there were changes last minute changes that Tammy sent to me and I failed to get them in there and so if we can maybe put that on Tuesday's agenda and then I failed to attach the sunrise handbook and I failed to attach the employee handbook so uh but in terms of affecting this agenda I would recommend that you pull the preschool handbook approval for now and we add it to the next agenda thank you okay so we'll pull the preschool handbook is there are there anything is there anything else that you'd like to have pulled I think that I would like to have Paul is it the state assessment results is that uh that's is that under the special letter where's that ahead I'm sorry is that on the uh under uh reports administrative reports no not yet you'd like to have that pulled for discussion okay please so put that in your memo I mean in your motion do I have a motion to pull the preschool handbook and the report on state assessment from the consent agenda I make a motion that we pull the preschool and Child Care Center a handbook and the state assessment results for uh for 23.

putting 20 down your your mortgage is probably 2500 a month give or take um I didn't do the exact amount but when you factor in taxes and and um insurance and everything else that's probably about where you'd be um I have the uh in the same article that was on signals a z they had just the June sales the average price for June in Chino Valley was 440 000. for a home the median price sorry the median price was 440 000. um also in your packet there is a um I did it this was in April that I did this um an analysis of rentals in the area in April in Chino Valley there were two and this is on um rent.com I just went to rent.com fairly well-known website that has kind of scours different sources for for rentals in 86323 Chino Valley there were uh seven total rentals the high rental and what I did was took the monthly rent and divide by the number of bedrooms there were no one-bedroom apartments by the way available um the high was 975 dollars per bedroom the low was 765 or 607 per bedroom and the average was 765 dollars per bedroom there were no available rentals in Prescott Valley I'm sorry in Poland in Poland in 86301 which is just one of the ZIP codes in Prescott there were several the high was 17 the low is 575 lower than Chino Valley but the average was um 1025 per bedroom but what you have to remember is it would cost a teacher about a hundred dollars a month to get from Prescott to Chino Valley for gas for fuel um in 86304 one of the ZIP codes in the main zip code in Prescott Valley there were some one bedrooms um a couple they had a one bedroom on Main Street for 16.95 they had a one bedroom on Market Street for 1605.

let's see how that goes and that'll take care of about of our certified staff maybe eight nine percent of our certified staff thank you so this was financed how did that impact our mno and capital budgets uh the spending on this particular project so of the 1.5 million dollars the 500 000 is a is a matching grant that we have from the yupike county and Coconino County Education Services agencies County Schools offices in Coconino and yeah that was a pass-through Grant from the Department of Education so a third of it's a grant funded um about seventy thousand dollars is going to be adjacent waste because we have a fire lane that goes around the homes so that fire lane we still need to get that approved we don't anticipate it being an issue it's just paperwork to be honest but that we anticipate seventy thousand dollars um according to um what where the documents that we have the remaining nine hundred and thirty thousand dollars is a municipal Bond through Kansas State Bank um I believe that was the annual payment 930 something like that well the annual payments 138 000.

maybe a dozen it's um teachers School administrators directors a handful of each of those typically if we're moving forward we will meet more regularly throughout the year typically we'll start meeting second semester and meet a few times to discuss this and and um so we met a few times this spring I don't have that number off the top of my head so we envision though with your direction and what we're wanting that they would have to start in the first semester and correct be regular meetings in order to create that plan and that that is kind of concerning to me because I feel like and maybe not everybody was on the same page that I was a couple years ago because I feel like we asked for this maybe was it last year and that's when they added the Student Success piece which is grades that was the best that the committee could come up with was because me personally I asked for a better system to accurately represent an individual teacher's performance and that's the best they came up with was Student Success so okay now I'm done I do think that our evaluation process has a lot of room for improvement so thank you for trying several times I really appreciate you for doing that sounds like that's a whole nother agenda item though would that be you or Shelley who gets to revamp that one [Laughter] man president actually it falls to a number of people but Dr pulling does the evaluation process with teachers with HR not curriculum huh it would be nice to see what other districts do that are comparable to the size of Dysart yeah you know what what did their 301 money look like evaluation form and really one of my biggest Hang-Ups with putting more toward the effectiveness classification is because I don't love the evaluation I I don't feel like I don't like the evaluation process I don't think that always represents a person's True Performance so if the evaluation piece was fixed might feel differently well and I wonder I wonder if we threw more into the effectiveness classification would we still have the difficulties and issues with tier one instruction that we saw during some of our cips I think you had mentioned that most of our teachers are in the highly effective category and we had some schools say that they have problems with tier one school-wide that you should know coming right out of school bachelor's level I do I do know the number for sure that a majority of our our Effectiveness classifications a majority of them are highly effective that is a true statement that begs my question is if we're having difficulty with Tier 1 instruction then is our Effectiveness classification really true to form is it really because I'm not a Highly Effective Teacher if I can't perform tier one instruction exactly yes I agree with you so my question is is if we did throw more money at this is it going to be accurate because me personally as a teacher I know that most of us get up every day and we bust it and we try our best like it's it's almost a challenge for us to get the highly effective but I would be very upset if I'm at school a and I hear that school B has difficulty with chair one instruction and school bees teachers are highly effective I'd be like um well that's that's ridiculous that's baloney there is a lot of subjectivity into the process we are working on that we have worked on that I mentioned the DLT meeting that was addressed in the DLT meeting we did some norming on some rubrics Dr weaveridge did and and so we continue to work on that is it perfect at this point it is not perfect it needs to be addressed and I I don't think increasing the money will address that I think it's getting better at evaluations and norming that process across our administrative staff that makes that difference um because it was mentioned earlier about the 301 equivalent do most districts offer that a Madam president every district has some form of it as far as the equivalent piece I'm not too sure how many have equivalents I know a few do but the rules have changed also for the equivalent piece if you remember our item a few meetings ago that the rules changed so those equivalents were put in at one time and then the rules changed with the state so now they can always put them into the into that normal 301 pot however we cannot because it's a planting if we go back and add them so they would have to be taken out for a year miss that money and then put back in so it was we decided we weren't going to do that to take them out and not give them that money for an entire year and and it's a decent group of people that are on that um 301 equivalent thank you so I guess your question is do you like employees get them in different districts the answer would be yes because those rules have changed so to to know exactly what districts we could research that if you'd like and find out who gives it to guidance counselors for example or teaching learning Specialists whatever their names are but those rules have changed to include them in the regular pots now so I believe a lot of districts do include them I might I don't know if this is history um they don't have a necessarily a large waiting system like Dysart has in the sense of as long as the school is meeting the goal everyone that's eligible would receive the 301 regardless of like their status is that how common is that Madam president member Dinsmore I know it's exists in a few places common I don't know numbers across districts but that is a true statement it does exist so these plans vary from what people require so some districts require a lot of information some do not right but the state doesn't require that we have a system in place a waiting system in place to pay out 301.

5 30 5 30. yes so but usually Planning and Zoning things items are usually fairly early on that agenda that's also the evening that you all are planning to meet for us to talk about goals and we can still set we can still set that or have that meeting we can set a meeting time but we can announce that the meeting might not actually our meeting might not actually start or you know until after that after after that meeting because I presume you want me to go and even if none of you go you want me to go and be there to answer questions and and with the city council for this here for the planning and zoning so okay okay so uh finance things um as I already indicated to you we've wrapped up or we we are wrapping up purchase orders and payments from fiscal year 23.

not the child care just the preschool preschool just the preschool yeah do I have a second I'll second that all those in favor I'm Melinda sabrowski aye Charlene Diaz aye Fred Rushton hi Barb zarzicki hi Sheila Burnett okay now I need to have a motion to accept that to accept the consent agenda without those two items I make a motion we accept the consent agenda without the preschool handbook or the state assessment results is there a second well second I'm Melinda sabraski hi Charlene Diaz hi Fred Rushton hi Barbara zarzicki hi Sheila Burnett no we have to go back now and discuss the okay so uh you want to you want to discuss the I I would you want to I would like to discuss the some of the results that was the testing results so now you can pull that up and I would ask Jen to step up and answer maybe any questions or I'll try but I mean Jen's much more familiar with it than I am I I was really truly concerned with go up to the it goes to eighth grade because these are the kids who are sending to the high school we have 84 of our kids who are not proficient in math now you know why we are really wanting why we are working on and emphasizing instruction why we are working with instructional empowerment and because the outcomes are not matching the outcomes are not matching some of the other data that um you know that that we get from our schools and we are very concerned about this now Dr Stewart does this data at all correspond with what the Galileo testing has been showing throughout the year for these students it does so Miguel Leo we've been seeing this type of failure rate on the Galileo testing throughout the school year it's similar and and one of the interesting things uh Barb is that when we were looking through when we were doing the training for Panorama the other day because it incorporates these data and so I um less is uh I I'm not sure if Julie you were doing this too with the middle school they were looking at the the Galileo graphs and the State Testing graphs and said exactly that that they are consistent you know they may not be exactly percentages but you know they're within the they're within the they look they look the same and um uh that's the value of being able to compare those data is to be able to say okay our Galileo results that we do that those tests three times a year really are predictive of what's happening on State Testing and so that tells us we really need to identify what is it how it what are we teaching are we teaching our standards excuse me and how are we teaching them for students to actually be learning what they're supposed to be learning and that and that involves doing uh inform informal assessments uh much more often to know our students our students getting it before we move on to the next thing so you've identified exactly the issues that we have seen do we have the right programs in place do we have the right resources for the teachers it is my opinion that we do the Eureka Math is well researched and uh and uh and there are huge data that support it what we suspect is that our folks are not teaching it with fidelity and if you're going to use any program any materials any resources you need to use them with fidelity you can't pick and choose you can't you can't skip some things you can't uh say uh I don't think this is you know this is the good way to do this unless you have actually done it for a while you know have actually done it and we suspect that that is part of the issue and not and I'm not picking on eighth grade here so you know if if Cass Scrolls back down through the grade levels because keep in mind we started Eureka the year that Jen and I came on board I think that was the year that it expanded to seventh and eighth grade um is that right am I remembering correctly because it had been in place in the lower grades for a couple of years okay so keep in mind then that you know as kids progress through the grades then we should start in three to five years we should start to see uh improvements in outcomes and so if we go back through those grades we're not necessarily seeing that so another star these eighth graders have been through this program basically because if you started five years ago they would have started in third grade with it yes but they started in third grade cold but yes they've had some of them but they but you're right better than 84.

one bedroom on Florentine for 14.45 the high was 16.95 the low was 570 75 the average was 8 .59 in Prescott Valley again you're talking another hundred dollars a month to get from Prescott Valley to Chino so that kind of gives you an idea of what what's out there what's going on um we did a um for Mr Lassen's um uh for for him we did a staff survey of just economic what's going on economically with our employees and one of the number one stressors was the cost of housing we also have and this is anecdotal we have a cohort of international teachers that had trouble finding House housing because they have no credit they came here um they they were in some uh they've been in a couple different houses they actually live in Prescott in Prescott because that's where they can find a place to live and don't drive so they read I've driven them a couple times and I know that we have a staff member that drives them and takes them home on a regular basis and I try to be the The Substitute but they don't like driving with the superintendent I don't know why but that's just um so you know we we have and then we have we have a staff member that has expressed interest in our in our teachers that lives in Ashbourne um we have some that have that live in Prescott and Prescott Valley we have one that lives with their parent who wants to get our parents home so uh these are some of the situations that we have and you know the housing is done it's going to happen it's paid for it's we had we got a 500 it's a 1.5 million dollar project you got a grant for 500 000 of that uh the remainder uh about 930 is going to be financed and seventy thousand dollars in adjacent ways is what we're we're anticipating um the 900 000 is um so it's financed over nine years is that correct um and so the rents would come in and offset not all of it but a good chunk of that uh annual payment to our finance company so that's kind of where we're at based on the rents that you see in front of you my recommendation is 550 for a monthly rent um what would happen and you already approve this or actually you're going to approve it later um the the to get into the home would require one month's security deposit and the first month's rent the security deposit we would work with and actually Ms wolf is going to be the administrator administrating or as HR Director our teacherage um we could make arrangements to pull out maybe 50 a paycheck over 11 pays to to kind of help somebody coming in if if they were new to the district and hadn't been paid things like that um we've had plenty of interest in the in the homes without really even advertising when they're available right now we're anticipating end of August beginning of September of them being available uh we had one gentleman that and I think I shared this with you that that applied them strictly because he saw us on TV that we had a house and he was he applied I think asking if there was housing available I think to be honest I think he lived with his parents as well um and so um we you know there is the need um it's tough to live in the community it's it's almost impossible for our teachers to buy a house um and and you know as a former teacher Mr Lassen our number one my focus and my uh the direction that I got from my board was put money in teachers pockets and that's what where is what our goal is um when we when we do the budget and do salaries and and things like that so but my proposal I'm proposing and asking for you to set the the rent rate the rent the monthly rent for the teachers units at 550 and I'll take any questions you may have so John you might want to also comment this teacher is just only taking a small portion of that entire site that the district owns so this is successful it is possible that there may be future projects there'd have to be some some significant uh infrastructure sewer basically we're maxed out on the sewer for the for the single parcel but it's not that far away it's just down it's just one one road away um it goes to Walgreens and all I have to do is get to the corner and it made down the road in the future and then that would open up that site to you know we potentially depending on how things go it could be another 30 40 units that went on that property if if the need was there we're starting with 10.

Eight Annual payments okay 138 there we go you do the math 100 100 000 eight times eight hundred thousand another forty basically another 240 so about a million sixty total charges so superintendents right on when he says you know six thousand per year per unit ballpark uh for 10 years there's six hundred thousand then you do 20 years like a 20-year payoff so to speak for that 1.2 probably year 17 is about where we start to kind of even in the interim it would be Capital that we'd have to dip into for the remaining 40 000 or so annually to make up that payment for the eight payments those are the term of the loan correct correct and this still is supposed to be temporary housing so it's I call it transitional housing it's not meant to be permanent housing forever um you know I walk through it this weekend and it's small it's 375 square feet it's it's got a um a nice wall so there is a bedroom area it's not closed off of the door there's a small living area a small kitchen a bathroom what I think is cool is a washer dryer one unit so it's a you put the clothes in it washes and then dries it in the same unit um it's Standalone so you're not you don't have you have neighbors close by within like 15-20 feet but um it is a standalone unit um I with what we're seeing the construction is great with what we're seeing I think it should be very nice for um we we had talked about this last time the limit's going to be to adults or a an adult and two minor children um that would be tight um it's not meant to be luxury luxurious but it's a place to bring in it's it's meant for staff retention and recruitment bring people in and keep them here when we have them and hopefully get them on their feet so that they can either go into their rental a bigger rental later or hopefully down the road they could buy their home Journal so Jenna it wasn't quite sure you're you're answering my questions um that it's being Grant funded a third of it is okay the rest of it will come out of uh uh yes uh well a little bit out of adjacent ways but most of it will come out and well that's not true because um 40 000 a year will come out of mnl 60 000 will come out of rent payments did that answered was that good okay any other questions from the board okay we have a recommendation I think we have oh sir would you like to make another comment you know where are you guys at okay um is it possible down the line you guys can think about ranking to own it's District property so it's not something we can sell we'll never be able to sell this um what you're thinking about maybe adding other units I'm just throwing that out if the need is there okay and on the same site um I know there's other districts uh where was it there someone was talking to me about this today there's a district and it'll come to me that's doing an RV part no it's a job by college actually is doing a Yavapai is doing a um a RV Park in the Verde Valley and then so we that's something we could do down the road is have an RV park somebody can bring their own unit onto that pad stay in the RV it's their RV where they can either sell it to the next person or move it off on the side that they live in the right direction okay am I hearing you right 300 1300 a month is a starting wage for a heater [Music] the beginning salary is how much gross 50.

uh academics and instruction updates uh we the leadership team which is our directors our principals and assistant principals we met for two full days Monday and Tuesday uh we reviewed expectations uh plans for the year and a number of policies that that principles really have to be familiar with employee evaluations grievances disciplinary kinds of policies we determined some plans for dealing with our classrooms for uh in which we do not have certified teachers at this time and all of our sites actually Fox Creek has a full faculty and Desert Valley has a full faculty we have vacant positions at Sunrise Diamondback and the Middle School fortunately our principals have been in touch with uh with ESI and with some of our well-known folks to be long-term Subs in some classrooms people that we've worked with in the past and so that will take care of some of the situations in other cases we will combine classes for the time being and continue to look for teachers obviously and continue to look for some long-term subs for some of those positions the principal ship at Diamondback is currently vacant we did receive an application today it's the first one we've had for some consideration for that position in the meantime Miss emlin who is the assistant principal will be in charge and both Mr Roy and Ms Wilsey have indicated that they would go to that site one day a week and assist with what needs to happen up there so you know so we have a plan um is it the you know is it great nope but our people are really good about stepping up and and helping wherever we need we revised part of part of what we did in those two days in a whole list of things we did but one of the things we did was discuss and have ready to propose to you and in fact it's on the agenda a revised scoring on the teacher evaluation instrument um to reflect higher expectations uh for how we for determining who is proficient um and who is you know who is developing who's proficient and who is distinguished and um uh and and uh that you know was a collaboration amongst uh the whole team uh so the proposal you you have on the agenda is from the team and I certainly support it or I wouldn't present it but it's very nice when we can have all of the folks who have to implement something on board and and first of all participating collaborating in the decision-making process but then on board with the final decision I think that is better for our students and it's certainly better for our employees um and then a collaborative commitment amongst the group for um instructional empowerment our our professional development program that that's coming in and for uh the school integrated action plans that you all heard about in the spring so A Renewed commitment to making sure that all of those things happen and it's really important for us to have done that because we have some new folks on board and uh it's important that you know that everybody's on the same page with that um and then Jen and I met with the folks from instructional empowerment Wednesday yesterday was that just yesterday who yesterday to establish the expectations on both sides so what do we expect them to help us do and what do they expect us to do in return so that was a good meeting for us to have and in fact they are starting their work with us next week and we'll be here uh in person coaching our folks and starting starting that process we did training also for the use of the title one crate that's it that's its name but essentially that is the reporting system that our schools use to Ade in terms of what what do we intend and what are we doing relative to our school integrated integrated action plans and that's an ongoing process through the the whole year so they had training in using that tool that online tool and then finally we had a finally we had training on a program that we purchased this year called panorama um uh Jen used we used Esser funds to do this it is an absolutely incredible program that pulls data from Synergy so it pulls student information data it pulls data from our Dibbles testing it pulls data from Galileo testing it pulls all kinds of data about each student that allow us to see everything that impacts that student's educational program and and ties That to the to the results so it makes it so our folks can can really drill down and say student X is doing this in math and these are the areas that need additional assistance for this student so it essentially helps us determine small groups it helps us determine interventions for our kids it is an incredibly comprehensive and robust program Gathering data that would take any of us oh my gosh days and weeks to pull together and I watched the and you know we had the trainer but she gave each of our people a little time to play in it and and play as you know to work with it to see how it works and I looked around and it was like it was like kids with a new video game they were you know it's like oh look we can do this so uh not only is it a really incredible program it's easily accessible for them but it also they were excited about the kind of data that it would give them so it was that was a really good training so we had a very busy two days uh focusing on kids so uh let me make sure I didn't leave anything out of this actually very long report that's it and I'll answer any questions or I'll try we've been busy yeah any questions moving on then to uh three item 3.9 board member updates anything that we need to talk about anything we need to talk about yeah okay no item four consent agenda Madam president if I may before you have a motion to consider the consent agenda I have a couple of Corrections in the personnel um list under new hires John Valencia is actually will be a special ed teacher at Desert Valley not a fifth grade teacher at the middle school and James ocean Bauer will be at the middle school he is a sixth grade math teacher but Eileen forgot to put the middle school on there and then under the items for the item for handbooks um I said I would like you to for the time being to pull the preschool handbook there were changes last minute changes that Tammy sent to me and I failed to get them in there and so if we can maybe put that on Tuesday's agenda and then I failed to attach the sunrise handbook and I failed to attach the employee handbook so uh but in terms of affecting this agenda I would recommend that you pull the preschool handbook approval for now and we add it to the next agenda thank you okay so we'll pull the preschool handbook is there are there anything is there anything else that you'd like to have pulled I think that I would like to have Paul is it the state assessment results is that uh that's is that under the special letter where's that ahead I'm sorry is that on the uh under uh reports administrative reports no not yet you'd like to have that pulled for discussion okay please so put that in your memo I mean in your motion do I have a motion to pull the preschool handbook and the report on state assessment from the consent agenda I make a motion that we pull the preschool and Child Care Center a handbook and the state assessment results for uh for 23.

absolutely absolutely so Cass if you will scroll back down we're not just concerned about no the other way back up I'm sorry um okay so uh you know starting with third grade because that's where State Testing starts is that third grade um uh so yeah if you look at this record you know this this continuing thing um yeah we have issues and they're clearly the ones that we have been concerned about and uh and have been you know have been trying to address and certainly with our commitment to working with E.I I.E I.E I never get it right I have to think about it instructional empowerment these folks who are going to come in and Coach coach our coach our leaders coach our coaches coach our teachers coach Jen and me coach all of us who who are responsible for our academic outcomes um to sometimes have uncomfortable uncomfortable conversations with us okay so we're working from the top down we're working from the teacher down to the kid yes okay are we working any up from the students are we putting any pressure on the students to learn this stuff or are they just out there absorbing what they want to and kissing off the rest of it well I think we're putting on this I think we're putting the same kind of pressure on them we always have um I I don't know that that's the I I am truly truly truly embarrassed to send an 8th grader to the high school so maybe those eighth graders don't get to go to the high school and that's one of the issues related to uh if you recall our long conversations about the grade the grading system and um and I think you weren't back on the board at the point where in court maybe you were but when When Corey and I worked with a committee of people and really worked to emphasize in the reporting system how students are doing with the standards and and if we could have if we could have uh we re we really wanted to get rid of the letter grades we really wanted to say because the letter writes tend to reflect uh assignments in class or um but in some cases faulty assessments so I'll give you an example if pick any subject it doesn't matter but let's say it's math and we have taught this standard and then we use and and we've taught it to a depth of knowledge that that is part of the standard so in other words we have said the students should be able to whatever it is and it's not just recall and it's not just computation it is a process more more sophisticated than that more difficult than that but then we give the students an assessment and let's say the assessment has 10 items on it and the first eight items are a recall level and the last two are really at the level of rigor that we want students to learn okay most students many students can get those first aid items and don't do well on the last two which are the items that really matter it's those last two and yet on a 10 item assessment getting eight of them correct is going to be considered in the in the grading system as as being proficient so then we have a disconnect between proficiency at the rigor level that we expect students to have and rigor at the level that gets reflected in the grade book and so we've identified that as one of our issues and one of the things we will be working with our teachers and I'm sure our folks from IE will be saying if you are teaching to this level of rigor then that's the assessment level it should be and that should reflect in the grade book not the fact that the student got 8 out of 10 when or seven out of 10 when the two critical ones were the ones that the students couldn't do and uh and and I have simplified I've oversimplified that a bit but that's part of it so Gradebook things that that you and I have been familiar with as students and even as educators um I don't align with the expectations of the standards and we we built into the re the grade reporting system for parents the information about meeting those standards but I will guarantee you that most parents don't look at that section of the report they look at the grades they you know my students a b student my student's an a student my students a c student pick one of those letters and it does not correlate necessarily with how the student is doing relative to being to being proficient on the standards so the reporting system is part of the issue and that reflects to kids as well for the grades where we use letter grades you know if the parents say oh he's getting a b that's good enough what message is that for the student what message is that to the student in terms of working harder in the class doing doing better in meeting the standards so part of it is educating families to say now let's pay attention to this I don't care so much about this grade over here what I care about is you are minimally proficient in this skill or you are partially proficient in this skill and I I want you to be proficient in this skill so lots of P lots of moving parts to this to get it to work so Melinda what I'm saying to you is a whole lot of influence for how students uh how how rigorously students work towards learning is attached to the messages they get from home as well as the messages they get from us and I'm not trying to pass the buck I'm just saying what we all kind of know which is you know a lot of students do really well in school because it's expected at home yep it's expected at home and other students don't do so well because it's not expected at home so then in my to assume that 84 percent of the families don't care about no no and and that no and and I'm not trying to imply that at all um because kids still can make their own decisions yeah kids can still make their own decisions but I think that if we are if we are doing the job we need to do in instruction a whole lot of those kids are going to do a whole lot better and it's one of the reasons that as a team our leadership team and I are recommending to you as a board a greater emphasis in the evaluation process for our teachers a greater emphasis on instruction what is happening in the classroom what is the teacher doing and how is the teacher instructing kids um and and um okay so effective instruction I know you do I know you do completely understand exactly everything you've said yes parents and teachers yes absolutely the thing is I've also witnessed in in my years at in elementary especially Junior High and I've also witnessed it at the Community College that we give a lot of trophies you know um trophies for participation and basically we need to make sure that the kids understand that they don't get those exactly so Kathy show me seventh grade please please yeah yeah so next year what can we expect out of here this group of kids this this should look better is it going to look dramatically better in one year no should it look a lot better than this yeah difference between a lot and dramatic right so can I expect sending these kids to the high school can I expect them to be in at least 50 percent can I can I make that prediction for you no I would be lying to you if I made that Melinda would I like to make that prediction absolutely Dr Jenny did Jen did you have something yes strong and we do look at growth we want to look at growth so I understand what you're saying we want for next year this this cohort of students who are currently seventh graders that that percentage uh that is right now at 68 percent to be much smaller which in turn means that that the percentages for those other two are higher we would want those students in the 19 to be moving up and we would want that's that proficient group to be moving into highly proficient can I predict a percentage no so what I'm listening to is that we have we're putting more pressure on the teachers to evaluation in a in and and we want that to be in a good way because we want them to improve and we want them to understand that this is about Improvement not meeting them up with a club I know no no you did not I just want to make that clear for the public that we're not trying to change the evaluation points to beat teachers up we want to do that so that folks who maybe are have false because because just like with letter grades for students the designations on our the designations we've had on our current teacher evaluation system and I'll share those data with you when we get to that item but have been false indicators so all we're really wanting to do here is say to teachers we want you to do the very best job you can do and offer you the opportunities to learn things that will help you do those things better so if we're offering that to the teachers which is Carolyn I know I'm preaching to the choir here um I get it you know I I think that that's a good step but shouldn't we be doing the same thing to the kids yes we need to be telling them what our expectations are absolutely yes thank you everywhere the students do set goals track goals the teachers Cycles with kids and they track them so it is going to hold them accountable and part of it is trying to motivate because the big issue we're having right now is a lack of any kind of motivation with some of our kids coming back from being at home and being online and I know it is starting to happen before covet but it just seems like that was a huge thing and now that the students are back we're having a really hard time getting them motivated that's one piece that they're doing another disconnect we had was that our teachers do professional growth plans in the past and I'm guilty too as a principal um our teachers would set easier attainable goals so let's say I'm going to say I want five percent growth you know and say double scores well that could be two students that I'm going to improve with so our discussion when we were the last two days was aligning our professional growth plans with our school Improvement plans so if we're going to say we want to see 30 growth as a school teachers need to see 30 growth in their classroom those of us if we're only working on a five percent growth in the classroom we're never going to reach 30 as a school so I mean it's accountability all over the place and to me being more visible in schools and being in and seeing what's going on and not being stuck in my office is a big piece as well so the fiber the five of us have equal accountability maybe we aren't doing our job well I don't know but the thing is what I'm seeing from Seventh and 8th grade here puts us if not in the D category we are in the F category as far as the state goes we will be if you look at our subgroups as well to have 22 percent growth and look at the students and you know I'm hoping that I'm hoping that the teachers realize that with that grade comes a whole bunch of other stuff right down the the road and it takes us basically out of the picture it puts the state in control and that's part of the reason that we that we would partner with ID ahead of it before the same post and we need to start seeing those improvements and your role as a board is is not to be in the grass on this no your role as a board and I know and I and I know you don't and but your role as a board is not to be in the grass you're rolling the boar on the board is to do what you've been doing you have you have you have supported in this case a huge financial commitment to this process and you've and you've taken genomia's word on this that we need to go this way to get this changed and so I cannot over emphasize how important it is that you have collectively and unanimously backed this kind of uh this kind of thing that's that's the overarching responsibility and and support that you all can do but it also gives a message to our our employees that you expect results you know you're making a big Financial commitment you're making a a professional commitment to our staff you're saying we know you can do this but now we're also going to hold you accountable that's my opinion of the of the role of the board and this kind of thing and it's pretty powerful when it's a unanimous board Dr Stewart is there any way because obviously these students need extra help you know they need something here to you know uh this idea of flex Friday why aren't we making this more weighted on these kids that you know because we can't make them come we cannot make them then we we should have a contract out there with the parents and stuff that says if your child is not passing they have to be on Flex Friday here and if they do not come there's a good chance they will be retained and start retaining some of these students and we do say those things to them but have it in a contract to them and you know and we need to start following through on the retentions and if this is what it's going to take to wake up the students because if this is if they see their friends being retained maybe it'll wake them up too and the parents and when the parents rather than just idle threats that well if you know if your student doesn't pass these things you're going to be be retained so we need to get something out there somehow put some bite and some teeth into the retentions and into the fact that if these kids don't do it it's going to happen and and uh and I will and I appreciate what you're saying Barb um I think then that it would be it would be really helpful if we revisit that idea of the grading system because it's really difficult it is really really difficult to say I'm going to pick on Charlene because I know she can handle it because we've known each other a long time it's really difficult to say to Charlene as a parent we're going to retain your student in X grade whichever grade it is because your student is not is not proficient on the state's standards in language arts for example and she can say to me but my student has B's and C's right my student has B's and C's it's really difficult to do that so uh to to manip manipulate it's not the right word to uh to get people to understand that the standards and being proficient in the standards is what is critical then we have to we somehow have to downplay that abcdf thing that we all grew up with that probably didn't mean any more than it means now yeah exactly right and and that's a huge step that will we would want to have Town Halls about that we'd want to have parents here because we need to teach our parents and our community about what that means and there are school districts in the country that have completely abandoned letter grades that completely do this kind of reporting standard grading standard you know based on standards um yes so somehow and I'd forgotten that thank you Joan but somehow then we have to figure out how that gets tied to this that it's not that it's not uh you know this thing over here well the the fact that a um Ade or AED requires a letter grade could we not have it such that when it comes to the grading purposes if they have not for for their math grade on their report card if that when they take their galiles if they are not proficient then they get an F or they get a d they don't get that A or B because they've been doing their homework or having their brothers do their homework for them and stuff that they're they're great on their report card depends on how they do on their galiles if they're proficient or not in the standards yeah I would not want I would not want it all to be resting on that it that's kind of like resting it on one day of State I mean you know one state test but um but could it could the could those grades in that decision be uh somehow could great letter grades and proficiency on standards be uh be put together yes they could and we would just need to work out how to do that or do something aligned very much aligned something that you know fifty percent of the grade defense depends on their galileos and the other 50 percent depends on you know the Galileo is predictive for us and it's and it's a summary but keep in mind Barb that on on the Galileo and on the State Testing there might only be one question related to any of those standards any one of those you've taught that so you know so so it's more predictive and more helpful that way but in terms of I would not I would not want any students uh determination of on this standard the student is proficient in this standard based on one item yeah and and so can this be worked out yes it could be worked out we could figure out how to do it but it means revisiting it and that might be something that you as a board could say to us could direct us to do it's not on tonight's agenda so I'm sorry you can't direct us tonight but but you can put it on a future agenda and you can say Stuart I want you and your leadership team to come up with a plan that that aligns proficiency on standards to uh to the letter grades you can do that in the future just something just popped into my head um which is not often so um I'm gonna go with it here when when you are working with teachers and and administrators one of the things that um I think might be helpful is when they are doing in class um assessments that they're utilizing questions from the Galileo right right because then at that point you know the teacher can see oh okay they're not getting this whatever it is because they can pick and choose those questions absolutely and and make their own tests that way and so they can pull from test Bank and that might help align do a little more of a lining of those of what's happening in the classroom and what's happening on Galileo you know I I don't know it's one of the things to factor in yeah it's just something that that and I don't know how many teachers actually do that but it might be worthwhile to kind of emphasize it be important to do that and I know that this past year our teachers worked quite a bit on aligning instruction and and assessments we had a number of of day you know a number what four days this year that they met to do those kinds of things to drill down and look at here's here here are our data here's what we've been doing what's the connect or the disconnect here and what do we need to do differently that doesn't mean that there shouldn't be more of that done yes yes because it it connect right here obviously very much a disconnect so for experiency's sake we'll put this on can I just ask a quick question sure is it sounds to me almost like the greeting that's happening is not stringent it's like they're not rigorous with the grading it sounds like they're giving them a b when they maybe deserve a d so how is that get reflected I guess that's what we need to talk about is how is that reflected right um because yeah if that just that is a disconnect it's huge my example to you Sheila was was a really one that we have seen happen um in the last two years when we've been out in classrooms and and um uh Jen used the example the other day uh because Eureka Math has a really comprehensive formative assessment tools but maybe it's got 20 items and or more than that and so are so for and I and please understand I'm not trying to beat up our teachers because I can remember doing this so I'm guilty too but okay so there might be let's say there are third there's a bank of 30 questions and so it's easy for me to take the top ten and not pay attention to the fact that as you go down through the 30 the rigorous questions are at the end you know and so instead of picking the first 10 I should have picked the last 10 or if it's formative and I'm not completely done teaching this standard I'm only halfway through I picked the ones in the middle to see you know am I am I moving down this progression in terms of the progression I'm teaching am I moving down the progression the same progression in my uh my formative assessments and so you know so I I don't know that it's intentional that um that you know they're not it's just not thoughtful it's you know we're not being mindful of of what this means and that's part of that's part of this process uh rigor rigor is a very frequent word with ie is this rigorous and uh and so I I think we will start seeing a shift in that that's our plan but I your your uh your comment is dead on yeah okay important conversation yeah we need to have important conversation we need to continue but not right now item five old business item 5.1 second reading of a revision to policy CBI evaluation of the superintendent this is where we move the dates right okay yeah you want to show that yeah this is your second reading yeah did anybody have any questions on this one could I have a motion I make emotionally accept the second reading of the revision of policy CBI evaluation of superintendent I'll second that motion all those in favor I'm Melinda sabraski aye Charlene Diaz hi Fred Rushton hi Barbara zarziki Sheila Burnett item 5.2 second reading of gcd professional support staff vacations and holidays and I think we've seen this one yeah this is the second reading yes yeah any questions or further discussion no may I have a motion please I motion to approve the second reading of the gcd professional support staff vacations and holidays as presented I will second that all those in favor I'm Melinda sabrowski hi Charlene Diaz hi Fred Rushton hi Barbara zarzicki aye Sheila Burnett item 5.3 second reading of asba policy service advisory 744-747.

let's see how that goes and that'll take care of about of our certified staff maybe eight nine percent of our certified staff thank you so this was financed how did that impact our mno and capital budgets uh the spending on this particular project so of the 1.5 million dollars the 500 000 is a is a matching grant that we have from the yupike county and Coconino County Education Services agencies County Schools offices in Coconino and yeah that was a pass-through Grant from the Department of Education so a third of it's a grant funded um about seventy thousand dollars is going to be adjacent waste because we have a fire lane that goes around the homes so that fire lane we still need to get that approved we don't anticipate it being an issue it's just paperwork to be honest but that we anticipate seventy thousand dollars um according to um what where the documents that we have the remaining nine hundred and thirty thousand dollars is a municipal Bond through Kansas State Bank um I believe that was the annual payment 930 something like that well the annual payments 138 000.

50 a year yes okay and are these teachers that you're hiring are they required to get an advanced degree master's degree no not in Arizona okay and the online place again for the budget is what again the Arizona Department of Education website okay any last comments or questions from the board I can decide like emotionalized wait a second I'm sorry I didn't make the motion but uh I I will approve um the rental cost analysis for for 2023.

not the child care just the preschool preschool just the preschool yeah do I have a second I'll second that all those in favor I'm Melinda sabrowski aye Charlene Diaz aye Fred Rushton hi Barb zarzicki hi Sheila Burnett okay now I need to have a motion to accept that to accept the consent agenda without those two items I make a motion we accept the consent agenda without the preschool handbook or the state assessment results is there a second well second I'm Melinda sabraski hi Charlene Diaz hi Fred Rushton hi Barbara zarzicki hi Sheila Burnett no we have to go back now and discuss the okay so uh you want to you want to discuss the I I would you want to I would like to discuss the some of the results that was the testing results so now you can pull that up and I would ask Jen to step up and answer maybe any questions or I'll try but I mean Jen's much more familiar with it than I am I I was really truly concerned with go up to the it goes to eighth grade because these are the kids who are sending to the high school we have 84 of our kids who are not proficient in math now you know why we are really wanting why we are working on and emphasizing instruction why we are working with instructional empowerment and because the outcomes are not matching the outcomes are not matching some of the other data that um you know that that we get from our schools and we are very concerned about this now Dr Stewart does this data at all correspond with what the Galileo testing has been showing throughout the year for these students it does so Miguel Leo we've been seeing this type of failure rate on the Galileo testing throughout the school year it's similar and and one of the interesting things uh Barb is that when we were looking through when we were doing the training for Panorama the other day because it incorporates these data and so I um less is uh I I'm not sure if Julie you were doing this too with the middle school they were looking at the the Galileo graphs and the State Testing graphs and said exactly that that they are consistent you know they may not be exactly percentages but you know they're within the they're within the they look they look the same and um uh that's the value of being able to compare those data is to be able to say okay our Galileo results that we do that those tests three times a year really are predictive of what's happening on State Testing and so that tells us we really need to identify what is it how it what are we teaching are we teaching our standards excuse me and how are we teaching them for students to actually be learning what they're supposed to be learning and that and that involves doing uh inform informal assessments uh much more often to know our students our students getting it before we move on to the next thing so you've identified exactly the issues that we have seen do we have the right programs in place do we have the right resources for the teachers it is my opinion that we do the Eureka Math is well researched and uh and uh and there are huge data that support it what we suspect is that our folks are not teaching it with fidelity and if you're going to use any program any materials any resources you need to use them with fidelity you can't pick and choose you can't you can't skip some things you can't uh say uh I don't think this is you know this is the good way to do this unless you have actually done it for a while you know have actually done it and we suspect that that is part of the issue and not and I'm not picking on eighth grade here so you know if if Cass Scrolls back down through the grade levels because keep in mind we started Eureka the year that Jen and I came on board I think that was the year that it expanded to seventh and eighth grade um is that right am I remembering correctly because it had been in place in the lower grades for a couple of years okay so keep in mind then that you know as kids progress through the grades then we should start in three to five years we should start to see uh improvements in outcomes and so if we go back through those grades we're not necessarily seeing that so another star these eighth graders have been through this program basically because if you started five years ago they would have started in third grade with it yes but they started in third grade cold but yes they've had some of them but they but you're right better than 84.

Madam president and board members this is your second reading we did receive another update from asba for three of these policies to just strike on one word from what you read on your first reading so Cass if you would if you would show IGA please okay so the underlined part was the new section for this policy that you read on first reading last month um the attorneys reviewed this and felt that it was a bit ambiguous ambiguous to have the word board in there and so uh because that would imply that it only applied to board a board authorized in this case textbook selection committees when frequently it is the superintendent who's who sets that up because by other policy the board extends that responsibility to the superintendent so they felt that it was a little ambiguous so you could go ahead and approve this and consider it a second reading even with just the Striking of that one word and it's the same in the other three they've just taken that one they've they're recommending to take out the word board because essentially the same sentence is in those other other two policies well I make a motion um that I'm president that we accept the reading second reading of IgA with the notation that the recommended Crossing out of the word board be part of what we do accept and approve tonight could I could I get you to amend your motion to include all of these policies the 744 through 747.

Eight Annual payments okay 138 there we go you do the math 100 100 000 eight times eight hundred thousand another forty basically another 240 so about a million sixty total charges so superintendents right on when he says you know six thousand per year per unit ballpark uh for 10 years there's six hundred thousand then you do 20 years like a 20-year payoff so to speak for that 1.2 probably year 17 is about where we start to kind of even in the interim it would be Capital that we'd have to dip into for the remaining 40 000 or so annually to make up that payment for the eight payments those are the term of the loan correct correct and this still is supposed to be temporary housing so it's I call it transitional housing it's not meant to be permanent housing forever um you know I walk through it this weekend and it's small it's 375 square feet it's it's got a um a nice wall so there is a bedroom area it's not closed off of the door there's a small living area a small kitchen a bathroom what I think is cool is a washer dryer one unit so it's a you put the clothes in it washes and then dries it in the same unit um it's Standalone so you're not you don't have you have neighbors close by within like 15-20 feet but um it is a standalone unit um I with what we're seeing the construction is great with what we're seeing I think it should be very nice for um we we had talked about this last time the limit's going to be to adults or a an adult and two minor children um that would be tight um it's not meant to be luxury luxurious but it's a place to bring in it's it's meant for staff retention and recruitment bring people in and keep them here when we have them and hopefully get them on their feet so that they can either go into their rental a bigger rental later or hopefully down the road they could buy their home Journal so Jenna it wasn't quite sure you're you're answering my questions um that it's being Grant funded a third of it is okay the rest of it will come out of uh uh yes uh well a little bit out of adjacent ways but most of it will come out and well that's not true because um 40 000 a year will come out of mnl 60 000 will come out of rent payments did that answered was that good okay any other questions from the board okay we have a recommendation I think we have oh sir would you like to make another comment you know where are you guys at okay um is it possible down the line you guys can think about ranking to own it's District property so it's not something we can sell we'll never be able to sell this um what you're thinking about maybe adding other units I'm just throwing that out if the need is there okay and on the same site um I know there's other districts uh where was it there someone was talking to me about this today there's a district and it'll come to me that's doing an RV part no it's a job by college actually is doing a Yavapai is doing a um a RV Park in the Verde Valley and then so we that's something we could do down the road is have an RV park somebody can bring their own unit onto that pad stay in the RV it's their RV where they can either sell it to the next person or move it off on the side that they live in the right direction okay am I hearing you right 300 1300 a month is a starting wage for a heater [Music] the beginning salary is how much gross 50.

well no it would write down oh approve a monthly rent a 550 for each reach unit along with a deposit equal to the one month's rent there we go okay do I have a Mojo a vote please all in favor aye it is now approval I'm sorry okay our next agenda item is approval of this Chino Valley High School uh policy that does not allow online charter school students to participate in athletics Mr Dunn yes hi thank you board members for having me here today um the athletic director at the high school um I'd like to propose that uh Chino Valley votes today that online charter school students are known to participate in sports um due to the funding that's taking away from our other students that are enrolled in our skills also at the same can I go into the next one and also one item at a time sorry I have a question about um I mean there are children that have to be do work online and their parents pay taxes just like every other parent so they can't they will not be able to participate is that what you're saying at this point that's the way ours we we have done this in the past I mean I believe the school board can vote on if you guys want to charge an excessive an additional fee for that student to come to us because we are paying fees to bring that student along and I think part of the part of the concern there's a couple one is that we get funding based on students we will get no funding for that student that would be an athlete um from a charter school the funding actually goes to that charter school so the taxes don't come here the taxes end up going to that Charter School the other thing is that we value having students part of the culture of the school you know Athletics is just part of Chino Valley high school and we want kids to participate in all parts of the high school in order to participate in athletes and that that's it's important that we have a culture that Athletics is one part of that and we have the academics the Athletics the extracurricular extra curricular activities so that is also an important part of um right and to be honest my opinion is there's I'll say consequences or you know there's there's things that when you choose a school there's things that go along with that some are good some are bad when you choose an online Charter School you have the the you could just work at home which can't participate in athletics at least not in Chino Valley High School yeah thank you okay any other questions of Mr Dunn yeah I would I'd like to raise that point regarding this uh to what extent are our tax dollars allocated to the school District allocated then to Athletics is or or let me put it another way much of our athletic programs are not funded by um tax dollars the the things that are the coaches are paid for using tax dollars Mr Dunn um we have another Middle School athletic director we have um there's some supplies but much of it is in uh tax credit and city of Transportation the fields the facilities custodians for cleaning the mowing all of that is dessert money the overwhelming majority of Athletics is funded by the district is really the equipment actually the personal equipment the big equipment like soccer goals and stuff like that are paid for through the district but you know uniforms typically are paid through tax credit um that kind of stuff but you know most of it is paid for by District funds and then they this the student would not necessarily be paying into that any other questions okay then we uh this is an uh action item so could I have a motion to approve the policy as presented by Mr duck and we approved that cbhs does not allow online charter school students to participate in athletics well it can fail for the lack of segment if you're opposed to it but you can second so we can get to a vote at least yeah I will second it now we will then call all in favor please say aye all opposed a case of a tie I can vote you vote anyway yeah right uh [Music] after that little bit of excitement you're you're now on for the home school students participate in cvhs athletics if all documentation has submitted and verified all right um so at this time I'd like to propose that homeschool students who are truly homeschooled their parents are fully in charge of their education and they have documentation from the accounting that it meets the requirements are eligible to participate in our sporting programs this is to avoid students getting education service accounts money going to a private school there's no way to track that and so by them registering to with the county they cannot register with the county if they're taking a voucher so a true homeschooler like you know Mr dunasan they're not getting money to educate their kids from the state the parents are doing the education those are the parents of kids that would be eligible for for this um to participate in athletics which is state law right now so we've so uh historically the policy has been to allow homeschooled students to participate in our Sports the the uh what's happening I'm not sure because there's been the growth of the education service accounts huh um that's when we had to start making sure that they were actually registered as a homeschooler rather just say they're a homeschooler not registered in a school someplace there is a difference yeah yeah one is taking State money one's not right and that's we we are we want to make sure that they are not getting an education service account fund money that makes them a homeschooler when they don't take money they can then register with the county and that's that's oh yeah yeah okay I'm ready for a motion on it we're ready for a motion I will pass a motion the approval of a homeschool students can participate in CBS cvhs Athletics and all documentation has been submitted and verified favor please aye aye it has been approved okay now policy discussions um second reading of our revised policies official so there is actually a revision to the revision it's on your desk um they there's policy IGA igd ijj that really have the um extra revisions what they had in here was they talked about board authorized selection committees they took out the word Borg so all it is now says is meeting of authorized textbook selection committees that was just a clarification that the Ade wanted this is between the first reading and the second reading we're allowed to make changes Corrections edits between the readings so for policies IGA igd and ijj asking you to do the policy Services volume 35 number two Corrections and then the rest the remaining policies would be as they were submitted prior and the main thrust of these was the public hearing requirement well it's actually these would be board committees which have open meeting are subject to open meaning loss all the way through yep okay any questions from Mr show okay and we'll call this revised copy only well there's only three of the policies that we're discussing are on here for three yeah the three this is 44 45 and 46 47 is as of the agenda um yes so these were like these don't seem to be labeled I see those are the ones that uh we're allowed to discuss the ones that you can discuss them all but yeah yes uh supplement yes okay I mean again the only change between the first reading and second reading is removing the word board so you can either refer to the policy that the policy advisory numbers or the policy letter designations however you want to do it members I have a question yeah regarding uh curriculum adoption um to what extent will this policy affect our curriculum I'm gonna I'm gonna have Cindy answer that because she's the one that really is in charge of those curriculum case so adopting curriculum we will have to create an agenda post the agenda according to open meeting laws take minutes during the meeting it's a public meeting like any other meeting that way so that's really how it changes it this is the committee itself yes because right and right now um you know if we're adopting new Textbooks For example then we have principles make recommendations for committee members committee members meet they review a lot of materials we talk about it with the board beforehand and enduring and then when they have a recommendation we bring the recommendation of the board and it's put on 60-day review at that time and then 60 days later we bring brand new recommendation for purchase so the only difference really is now we have to run those meetings like regular open meetings that's the big difference okay so uh with regard to prohibited instruction so prohibited instruction um really just has to deal with it's that we can't include a program of instruction that promotes the overthrow of the government promotes racism or you know um right so anything like that um and it's if it's designed primarily for students of a particular ethnic group things like that and so those are there's nothing in there's nothing in the prohibited instruction that is currently part of any of our adopted curriculum or instructional practices okay any other questions of either Cindy or John don't we do the adoption now yes it is an action item yeah so that's why I thought I better check Okay so this is an action item so do I have a motion to get somebody gets to read all those out the bottom don't forget the first three are the revised ones yeah absolutely I gotta find it the revised policies policy IGA curriculum development policy igd curriculum adoption policy ijj textbook supplementary materials selection and adoption policy jlcd medicines administrating medicines to students um regulation jlcd-r medicine's administrating students medicines to students zip exhibit jlcd-e-b medicines administrating students to new to students and that's a few lines and you might want to just mention formally the revised policies on 44 546 and the revised policies and number 744 745 and 746 all right guess what second reading of the gcbda staff housing and regulation staff housing we um went over this last time these are just basically the kind of the regulations the the procedures on how we are going to run the staff housing it includes things like occupancy eligibility the rent which just means it's going to be you guys just did that but it's going to be done annually in May um utilities the renter covers the only utility is is electricity but there is no internet that they'd be responsible for more TV um there's also information on alcohol drugs and weapons alcohol is allowed inside the the unit drugs and weapons are not also no smoking inside we have pets which are not allowed parking and maintenance that's all addressed in this regulation and then the housing is just a general policy that addresses the housing a good discussion of this last month we have any questions comments doing that motion for agenda item 12b without reading at all and to approve a second reading of Regulation GBE ra firearms and weapons before the governing nope there you go look at these pages okay I will approve them move to approve the draft policy of GCB housing and draft regulation gcbda-r staff housing very good okay any second yes I can reading of Regulation g g e b r a Mr show this is um addresses firearms and weapons on District property and this was addressed this was changed to address the fact that we have two District employees that will be armed security officers one at Territorial and one at Del Rio um just to kind of give you an update on where we're at with that we have um we have are partnering with the town of Chino Valley um they have always provided a officer as a school Resources officer um on their own funding um that typically uh traditionally has been officers been housed at Heritage Middle School and will continue to do so and the town will continue to provide that officer to us um we the district applied for and received a grant for two SRO positions one of those will be at the high school um the police department has um will say procured or identified an outside officer that's going to come in new to the department that is going to serve as the school resource officer for tuna High School coincidentally that this officer has children in the school and the wife is at Del Rio school so we're excited to kind of somebody bringing somebody else in the family to uh to the value Unified School District he is going to start likely probably towards the end of August middle of August they're working on getting him on board we also have another SRO position at Del Rio School it's Grant funded that is going to be our employee it is a Reserve officer with the Chino Valley police department that's one of the requirements is either they are a sworn officer or Reserve officer with a law enforcement agency in this case it's a former police officer who used to live on the high school campus for a little while um he is going to um he's retired officer and is going to serve as the as the um as the SRO as a Reserve officer at Del Rio school and then our past SRO officer our Jeff pizzi is going to be our security officer at territorial School we have one we had one security guard on m o we're going to end up with one security officer on um mno it's going to cost a little bit more but he is going to be um armed so well we should have an armed professional on each campus either a police officer a reserved police officer or a district security officer is he retired now so we can hire him he starts Monday yes so this change in policy just addressed them having their weapons on campus okay questions comments so all four officers will be honored all four office two of them will be in police uniforms the other two will be in a district security you know polo jacket that says Security on it or security officer and safety officer or something to that effect but they will be clearly labeled as who they are and they will be um yes and they will be wearing uh vests yes yes any other questions okay do we have a motion a mood to approve regulation GBE Dash R A firearms and weapons and District property all in favor no no just close it it's closed okay yeah this is

absolutely absolutely so Cass if you will scroll back down we're not just concerned about no the other way back up I'm sorry um okay so uh you know starting with third grade because that's where State Testing starts is that third grade um uh so yeah if you look at this record you know this this continuing thing um yeah we have issues and they're clearly the ones that we have been concerned about and uh and have been you know have been trying to address and certainly with our commitment to working with E.I I.E I.E I never get it right I have to think about it instructional empowerment these folks who are going to come in and Coach coach our coach our leaders coach our coaches coach our teachers coach Jen and me coach all of us who who are responsible for our academic outcomes um to sometimes have uncomfortable uncomfortable conversations with us okay so we're working from the top down we're working from the teacher down to the kid yes okay are we working any up from the students are we putting any pressure on the students to learn this stuff or are they just out there absorbing what they want to and kissing off the rest of it well I think we're putting on this I think we're putting the same kind of pressure on them we always have um I I don't know that that's the I I am truly truly truly embarrassed to send an 8th grader to the high school so maybe those eighth graders don't get to go to the high school and that's one of the issues related to uh if you recall our long conversations about the grade the grading system and um and I think you weren't back on the board at the point where in court maybe you were but when When Corey and I worked with a committee of people and really worked to emphasize in the reporting system how students are doing with the standards and and if we could have if we could have uh we re we really wanted to get rid of the letter grades we really wanted to say because the letter writes tend to reflect uh assignments in class or um but in some cases faulty assessments so I'll give you an example if pick any subject it doesn't matter but let's say it's math and we have taught this standard and then we use and and we've taught it to a depth of knowledge that that is part of the standard so in other words we have said the students should be able to whatever it is and it's not just recall and it's not just computation it is a process more more sophisticated than that more difficult than that but then we give the students an assessment and let's say the assessment has 10 items on it and the first eight items are a recall level and the last two are really at the level of rigor that we want students to learn okay most students many students can get those first aid items and don't do well on the last two which are the items that really matter it's those last two and yet on a 10 item assessment getting eight of them correct is going to be considered in the in the grading system as as being proficient so then we have a disconnect between proficiency at the rigor level that we expect students to have and rigor at the level that gets reflected in the grade book and so we've identified that as one of our issues and one of the things we will be working with our teachers and I'm sure our folks from IE will be saying if you are teaching to this level of rigor then that's the assessment level it should be and that should reflect in the grade book not the fact that the student got 8 out of 10 when or seven out of 10 when the two critical ones were the ones that the students couldn't do and uh and and I have simplified I've oversimplified that a bit but that's part of it so Gradebook things that that you and I have been familiar with as students and even as educators um I don't align with the expectations of the standards and we we built into the re the grade reporting system for parents the information about meeting those standards but I will guarantee you that most parents don't look at that section of the report they look at the grades they you know my students a b student my student's an a student my students a c student pick one of those letters and it does not correlate necessarily with how the student is doing relative to being to being proficient on the standards so the reporting system is part of the issue and that reflects to kids as well for the grades where we use letter grades you know if the parents say oh he's getting a b that's good enough what message is that for the student what message is that to the student in terms of working harder in the class doing doing better in meeting the standards so part of it is educating families to say now let's pay attention to this I don't care so much about this grade over here what I care about is you are minimally proficient in this skill or you are partially proficient in this skill and I I want you to be proficient in this skill so lots of P lots of moving parts to this to get it to work so Melinda what I'm saying to you is a whole lot of influence for how students uh how how rigorously students work towards learning is attached to the messages they get from home as well as the messages they get from us and I'm not trying to pass the buck I'm just saying what we all kind of know which is you know a lot of students do really well in school because it's expected at home yep it's expected at home and other students don't do so well because it's not expected at home so then in my to assume that 84 percent of the families don't care about no no and and that no and and I'm not trying to imply that at all um because kids still can make their own decisions yeah kids can still make their own decisions but I think that if we are if we are doing the job we need to do in instruction a whole lot of those kids are going to do a whole lot better and it's one of the reasons that as a team our leadership team and I are recommending to you as a board a greater emphasis in the evaluation process for our teachers a greater emphasis on instruction what is happening in the classroom what is the teacher doing and how is the teacher instructing kids um and and um okay so effective instruction I know you do I know you do completely understand exactly everything you've said yes parents and teachers yes absolutely the thing is I've also witnessed in in my years at in elementary especially Junior High and I've also witnessed it at the Community College that we give a lot of trophies you know um trophies for participation and basically we need to make sure that the kids understand that they don't get those exactly so Kathy show me seventh grade please please yeah yeah so next year what can we expect out of here this group of kids this this should look better is it going to look dramatically better in one year no should it look a lot better than this yeah difference between a lot and dramatic right so can I expect sending these kids to the high school can I expect them to be in at least 50 percent can I can I make that prediction for you no I would be lying to you if I made that Melinda would I like to make that prediction absolutely Dr Jenny did Jen did you have something yes strong and we do look at growth we want to look at growth so I understand what you're saying we want for next year this this cohort of students who are currently seventh graders that that percentage uh that is right now at 68 percent to be much smaller which in turn means that that the percentages for those other two are higher we would want those students in the 19 to be moving up and we would want that's that proficient group to be moving into highly proficient can I predict a percentage no so what I'm listening to is that we have we're putting more pressure on the teachers to evaluation in a in and and we want that to be in a good way because we want them to improve and we want them to understand that this is about Improvement not meeting them up with a club I know no no you did not I just want to make that clear for the public that we're not trying to change the evaluation points to beat teachers up we want to do that so that folks who maybe are have false because because just like with letter grades for students the designations on our the designations we've had on our current teacher evaluation system and I'll share those data with you when we get to that item but have been false indicators so all we're really wanting to do here is say to teachers we want you to do the very best job you can do and offer you the opportunities to learn things that will help you do those things better so if we're offering that to the teachers which is Carolyn I know I'm preaching to the choir here um I get it you know I I think that that's a good step but shouldn't we be doing the same thing to the kids yes we need to be telling them what our expectations are absolutely yes thank you everywhere the students do set goals track goals the teachers Cycles with kids and they track them so it is going to hold them accountable and part of it is trying to motivate because the big issue we're having right now is a lack of any kind of motivation with some of our kids coming back from being at home and being online and I know it is starting to happen before covet but it just seems like that was a huge thing and now that the students are back we're having a really hard time getting them motivated that's one piece that they're doing another disconnect we had was that our teachers do professional growth plans in the past and I'm guilty too as a principal um our teachers would set easier attainable goals so let's say I'm going to say I want five percent growth you know and say double scores well that could be two students that I'm going to improve with so our discussion when we were the last two days was aligning our professional growth plans with our school Improvement plans so if we're going to say we want to see 30 growth as a school teachers need to see 30 growth in their classroom those of us if we're only working on a five percent growth in the classroom we're never going to reach 30 as a school so I mean it's accountability all over the place and to me being more visible in schools and being in and seeing what's going on and not being stuck in my office is a big piece as well so the fiber the five of us have equal accountability maybe we aren't doing our job well I don't know but the thing is what I'm seeing from Seventh and 8th grade here puts us if not in the D category we are in the F category as far as the state goes we will be if you look at our subgroups as well to have 22 percent growth and look at the students and you know I'm hoping that I'm hoping that the teachers realize that with that grade comes a whole bunch of other stuff right down the the road and it takes us basically out of the picture it puts the state in control and that's part of the reason that we that we would partner with ID ahead of it before the same post and we need to start seeing those improvements and your role as a board is is not to be in the grass on this no your role as a board and I know and I and I know you don't and but your role as a board is not to be in the grass you're rolling the boar on the board is to do what you've been doing you have you have you have supported in this case a huge financial commitment to this process and you've and you've taken genomia's word on this that we need to go this way to get this changed and so I cannot over emphasize how important it is that you have collectively and unanimously backed this kind of uh this kind of thing that's that's the overarching responsibility and and support that you all can do but it also gives a message to our our employees that you expect results you know you're making a big Financial commitment you're making a a professional commitment to our staff you're saying we know you can do this but now we're also going to hold you accountable that's my opinion of the of the role of the board and this kind of thing and it's pretty powerful when it's a unanimous board Dr Stewart is there any way because obviously these students need extra help you know they need something here to you know uh this idea of flex Friday why aren't we making this more weighted on these kids that you know because we can't make them come we cannot make them then we we should have a contract out there with the parents and stuff that says if your child is not passing they have to be on Flex Friday here and if they do not come there's a good chance they will be retained and start retaining some of these students and we do say those things to them but have it in a contract to them and you know and we need to start following through on the retentions and if this is what it's going to take to wake up the students because if this is if they see their friends being retained maybe it'll wake them up too and the parents and when the parents rather than just idle threats that well if you know if your student doesn't pass these things you're going to be be retained so we need to get something out there somehow put some bite and some teeth into the retentions and into the fact that if these kids don't do it it's going to happen and and uh and I will and I appreciate what you're saying Barb um I think then that it would be it would be really helpful if we revisit that idea of the grading system because it's really difficult it is really really difficult to say I'm going to pick on Charlene because I know she can handle it because we've known each other a long time it's really difficult to say to Charlene as a parent we're going to retain your student in X grade whichever grade it is because your student is not is not proficient on the state's standards in language arts for example and she can say to me but my student has B's and C's right my student has B's and C's it's really difficult to do that so uh to to manip manipulate it's not the right word to uh to get people to understand that the standards and being proficient in the standards is what is critical then we have to we somehow have to downplay that abcdf thing that we all grew up with that probably didn't mean any more than it means now yeah exactly right and and that's a huge step that will we would want to have Town Halls about that we'd want to have parents here because we need to teach our parents and our community about what that means and there are school districts in the country that have completely abandoned letter grades that completely do this kind of reporting standard grading standard you know based on standards um yes so somehow and I'd forgotten that thank you Joan but somehow then we have to figure out how that gets tied to this that it's not that it's not uh you know this thing over here well the the fact that a um Ade or AED requires a letter grade could we not have it such that when it comes to the grading purposes if they have not for for their math grade on their report card if that when they take their galiles if they are not proficient then they get an F or they get a d they don't get that A or B because they've been doing their homework or having their brothers do their homework for them and stuff that they're they're great on their report card depends on how they do on their galiles if they're proficient or not in the standards yeah I would not want I would not want it all to be resting on that it that's kind of like resting it on one day of State I mean you know one state test but um but could it could the could those grades in that decision be uh somehow could great letter grades and proficiency on standards be uh be put together yes they could and we would just need to work out how to do that or do something aligned very much aligned something that you know fifty percent of the grade defense depends on their galileos and the other 50 percent depends on you know the Galileo is predictive for us and it's and it's a summary but keep in mind Barb that on on the Galileo and on the State Testing there might only be one question related to any of those standards any one of those you've taught that so you know so so it's more predictive and more helpful that way but in terms of I would not I would not want any students uh determination of on this standard the student is proficient in this standard based on one item yeah and and so can this be worked out yes it could be worked out we could figure out how to do it but it means revisiting it and that might be something that you as a board could say to us could direct us to do it's not on tonight's agenda so I'm sorry you can't direct us tonight but but you can put it on a future agenda and you can say Stuart I want you and your leadership team to come up with a plan that that aligns proficiency on standards to uh to the letter grades you can do that in the future just something just popped into my head um which is not often so um I'm gonna go with it here when when you are working with teachers and and administrators one of the things that um I think might be helpful is when they are doing in class um assessments that they're utilizing questions from the Galileo right right because then at that point you know the teacher can see oh okay they're not getting this whatever it is because they can pick and choose those questions absolutely and and make their own tests that way and so they can pull from test Bank and that might help align do a little more of a lining of those of what's happening in the classroom and what's happening on Galileo you know I I don't know it's one of the things to factor in yeah it's just something that that and I don't know how many teachers actually do that but it might be worthwhile to kind of emphasize it be important to do that and I know that this past year our teachers worked quite a bit on aligning instruction and and assessments we had a number of of day you know a number what four days this year that they met to do those kinds of things to drill down and look at here's here here are our data here's what we've been doing what's the connect or the disconnect here and what do we need to do differently that doesn't mean that there shouldn't be more of that done yes yes because it it connect right here obviously very much a disconnect so for experiency's sake we'll put this on can I just ask a quick question sure is it sounds to me almost like the greeting that's happening is not stringent it's like they're not rigorous with the grading it sounds like they're giving them a b when they maybe deserve a d so how is that get reflected I guess that's what we need to talk about is how is that reflected right um because yeah if that just that is a disconnect it's huge my example to you Sheila was was a really one that we have seen happen um in the last two years when we've been out in classrooms and and um uh Jen used the example the other day uh because Eureka Math has a really comprehensive formative assessment tools but maybe it's got 20 items and or more than that and so are so for and I and please understand I'm not trying to beat up our teachers because I can remember doing this so I'm guilty too but okay so there might be let's say there are third there's a bank of 30 questions and so it's easy for me to take the top ten and not pay attention to the fact that as you go down through the 30 the rigorous questions are at the end you know and so instead of picking the first 10 I should have picked the last 10 or if it's formative and I'm not completely done teaching this standard I'm only halfway through I picked the ones in the middle to see you know am I am I moving down this progression in terms of the progression I'm teaching am I moving down the progression the same progression in my uh my formative assessments and so you know so I I don't know that it's intentional that um that you know they're not it's just not thoughtful it's you know we're not being mindful of of what this means and that's part of that's part of this process uh rigor rigor is a very frequent word with ie is this rigorous and uh and so I I think we will start seeing a shift in that that's our plan but I your your uh your comment is dead on yeah okay important conversation yeah we need to have important conversation we need to continue but not right now item five old business item 5.1 second reading of a revision to policy CBI evaluation of the superintendent this is where we move the dates right okay yeah you want to show that yeah this is your second reading yeah did anybody have any questions on this one could I have a motion I make emotionally accept the second reading of the revision of policy CBI evaluation of superintendent I'll second that motion all those in favor I'm Melinda sabraski aye Charlene Diaz hi Fred Rushton hi Barbara zarziki Sheila Burnett item 5.2 second reading of gcd professional support staff vacations and holidays and I think we've seen this one yeah this is the second reading yes yeah any questions or further discussion no may I have a motion please I motion to approve the second reading of the gcd professional support staff vacations and holidays as presented I will second that all those in favor I'm Melinda sabrowski hi Charlene Diaz hi Fred Rushton hi Barbara zarzicki aye Sheila Burnett item 5.3 second reading of asba policy service advisory 744-747.

you sure can so amended is there a second I second it all those in favor I'm Melinda sabrowski hi Charlene Diaz aye Fred Rustin hi Barbara zarziki aye Sheila Burnett item six new business 6.1 adopted budget board members this is the budget that was reviewed in the hearing and uh is the proposed budget for the fiscal year uh 24. uh I will I will say to you that um I anticipate a revised presentation of a revised budget no later than September once we clear out uh the current year and we identify exactly how many you know how much rollover money there is and those kinds of things it's very typical it's very typical you just you do the best you can with the data you have when you set it up and then as you know as the other fiscal year wraps up that changes the calculations that you're using plus by then we will have some data relative to enrollment and I guarantee you the state will have changed some of our enrollment numbers and and that kind of thing so it's fairly typical that that we revise sometimes we don't revise until December um but I I already anticipate some changes in September before we before we adopt this thing I want to give you a compliment um I think you I was very good it was very good to see six percent increase with a reduction in taxes very very nice very nice thank you for looking and crunching the numbers well the county helps us with the with the tax rate yeah um and and so that's really helpful but uh you know in in our in our in any of our current situations this is the this is the second year in a row third year in a row that our tax rate has dropped for our district uh it was it was around 350 or something when I first came on board and so it has you know it it's almost like half of what it was three years ago and I don't have anything to do with that but uh but to be able to continue to do what we do and create the kinds of budgets that we do and and support our folks and decrease that tax rate is very very fulfilling so thank you for the compliment I appreciate it there's were there any more comments on this may I have a motion to adopt the budget I'll make a motion that we adopt the 2024 budget fiscal budget for um as presented okay I second that motion all those in favor I'm Melinda sabrowski aye Charlene Diaz I Fred Rushton hi Barbizon aye Sheila Burnett thank you item 6.2 contract addendums District committees site leadership schools or Club sponsors and coaching Madam president and board members this is an annual an annual annual presentation for your authorization for us to pay employees for additional duties beyond the teaching day and we've had some discussions this is part of our discussions with leadership team Cass if you would put up the district committees please uh so for a long time we've had the classroom site fund committee and we've had a curriculum in professional development committee but since we are not re renewing or reviewing curriculum for this year um uh Mrs Lott suggested that we do the other half of what we did this past year so we had the retention committee uh in fiscal year 23 and that we have a recruitment committee functioning in this coming year so it's simply a name change for that committee however I will tell you that I'm recommending that we add coyote Canyon's participation to this because at this point with preschool and the child care center and the Life Academy the number of employees on that campus is to the point where they need some rep representation in in these committees as well and then I'm recommending that we add a committee called District staff event committee if you recall from the retention committee um uh recommendations and plan that they want to have a district-wide staff events and that means somebody's got to do the planning and the carrying out of that so I'm recommending that we have a committee for that uh same with the district family events to increase our district-wide events for families in our in our district and place a little more emphasis on district-wide events in addition to site events and then Cass if you'll go to the next page and then we are required to have a wellness committee this committee reviews policies that have to do with student wellness and and it's uh the committee is required by by Ade it's not been a formal committee for us in the past with pay but they have a number of tasks and so I'm recommending that we actually make this a formal committee and then we have the meet and confer certified committee and meet and confer classified committee both of which have been in policy forever and um uh and once again I'm recommending for any of these that we have Coyote Canyon employees in involved and then the last committee is an ongoing committee for exceptional student services because there are things that have to be discussed and con and considered and recommended for our exceptional students so we're talking about a total total commitment of fifty seven thousand dollars for these folks the other thing Casa fuel scroll back up to the first page and then down to this District committees well actually any of those other than meet and confer the leadership team recommended that since we have two folks from each site on these committees that one one individual will be certified and one be classified and that is a change so I think that's a good thing it's a good change it's a good change so we have both sides of the house if you will represented on all of these committees and and the leaders the leadership team is also committed to getting as many folks as possible involved as opposed to having you know some individuals on multiple committees that doesn't mean it might not happen but as much as possible to have as many different people on these committees as possible so there are changes in that one I guess my question is with with that um people at Coyote Canyon how many people are going to be there or how many teachers 789 10 10 or 10 or 12 teachers and just as many paraprofessionals plus we have the office staff or the uh Kate and a couple of other folks are speech therapists people are those folks so they're getting to be almost half the size of Diamondback so the question then is if they're half the size of Diamondback and Diamondback only has has two Representatives shouldn't they only have one they could but then we designate it's certified or classified I mean if if that's what you all want I will do what you want but I'm just yeah throwing that out they all seem classified at the other and certified because we have such special programs at our site that we are people can bring a different perspective to these needs entities Advocate you know and that's a good thing on this side you only have your certified they classified our you know the other side to the camp it causes distension and and conflict between well I see I can see the conflict happening between schools you know like you have half the number of people and you get the same representation as we do and I and I would understand that if I had brought this to you without discussion with the leadership and and so this was all uh this was all discussed and determined by the leadership team as well recommended to me uh Cass if you would also show the um the one for leadership uh uh no not this you can X Out it exit out of this and the one that's the leadership addendum is yes um this one's very similar to the Past although I will tell you that we have added to each site the tat team leader tat teams are the essentially the teams that consider students who are really really at risk and and are discussing what what are we doing to help the student what should we be doing what can we try out and uh and and if those things work then great you continue to do them but if they're not working then this leads into the discussions for uh determining whether the student has special needs and there are many many many meetings through the year for this person numerous meetings for this in the past this was uh this way these were positions that could earn points for the classroom site fund um but the way we restructured that program it really did not recognize the amount of time that this person has to put into to this effort and so we're recommending adding that at each site and then you will also notice that the the team makeup for Fox Creek um if you'll scroll down there you go Mr Eastman uh requested that we restructure his leadership team to be actually a little bit smaller and excuse me that he have two Folks at seventh grade two folks in eighth grade and then and then a kind of a campus cultural leader uh position for his team he felt that his team was a little bit too big and unwieldy to get to accomplish the things that they need accomplished and I couldn't argue with that you know so the commitment for this for this addendum would be a total of eighty four thousand and then there are no changes in the other two uh from the from previous years for the club addendums and the coaching addendums but Cass can show you those if you would like to see them and I will tell you that philosophically for me for those first two lists anything that we can do to a get as many of our employees involved in in collaboration in the decision-making process and in developing them as leaders is positive for the district and then beyond that any opportunity that we have uh to remunerate our folks for these extra hours and extra efforts and that stuff are good opportunities for us so philosophically for me this is this advances our employees it Advance advances the district and it advances it enhances the students too absolutely that's the ultimate goal that's the ultimate goal do I have a motion to approve the contract addendums District committee psych leadership Club sponsors and coaching I'll make a motion to approve the contract addendums District committee's site leadership Club sponsors and coaching addendums I second it all those in favor I'm Melinda sabroski aye Charlene Diaz hi Fred Rushton hi Barbara hi Sheila Burnett 6.3 certified teacher evaluation revisions and documents scoring for school year 23 24 and school year 24-25 um Cass if you would put the document up thank you okay so the leadership team and I spent we spent quite a bit of time talking about this Monday and Tuesday and and it all comes back to that discussion about improving instruction and our principals have said and we have said for a couple of years now that this domain three that is instruction is really the heart of of teaching and yet in this scoring system it is equal to or has been equal to domains one two and four and so our recommendation is that we not change the point values for domains one two and four but that we triple the values for for domain three so that the real emphasis is on what is going on in the classroom when students are there and teachers are teaching so um and we felt that we we all discussed this that making a drastic change in the labels that attach to these points in one year for you know from one year from how it's been to where we would like it to be was probably a pretty drastic change for one year and so that's why we set it up for two years and we'd make a partial change in those designators for this coming year and then the ultimate change for the following year so we're really talking about two things happening here one is a recommendation that the points and the uh that the point values really be emphasized in domain three that's the first change and so that would take us from in the past what the values were and right now I don't have the X the number in front of me but to 476 points I think it was 360 points in the past um and uh and um and then that changes so where you see that it says teacher performance 075.6 pgp for a teachers and this is one group of teachers and SLO for another group of teachers um they don't score teachers don't score in both of those they score in one or the other and then student achievements so changing the point value for domain three has increased the from about 67 percent to 75.6 percent of the overall score for the whole instrument okay and um and then those teacher goals and student achievement added together still equals over 22 percent which is what's required by the state for that piece of the evaluation so that's the first piece is increasing the emphasis on instruction and I don't know how much detail you want but I can give you an example um down in domain four for instance 4A is student attendance and verifications so if the teacher is if the teacher is doing that uh at a distinguished level they get 12 points for that it is the belief of the of the leadership that that 12 points is not equal to 12 points that they would currently receive under 3A instructional communication okay so 4A is really clerical are you taking attendance every day are you know are you are you collecting absence notes are you going doing those things for the same 12 points that you might get for instructional communication well they're not equivalent things and so that's that's an example of the basis on which we're saying that domain three should be worth about three times the I you know the other three domains okay so that's the first part the second part in case if you scroll no no no backup uh there you go the second part then is is changing the pers changing the percentages of points to be proficient or distinguished or developing so I will tell you that currently in the evaluation system we've been using that um to be a developing teacher you only had to have 32 percent of the points to be proficient you only had to have 57 percent of the points to be distinguished you only had to have 82 percent of the points so to me distinguished is like an A plus not just an a an A plus if we're talking about the grading system well I'm sorry but 82 percent is not an A plus okay and uh so we're proposing that for this coming year that the point values for distinguished be at the 90 level because going from 82 percent to a 95 percent is a huge jump in one year that would be very discouraging for folks a proficient going from 57 percent to what we kind of see is uh to me you know I want I want my teachers to be proficient now first-year teachers I'm going to see developing okay I'm going to be seeing developing teachers and that's perfectly okay I don't want any teachers to feel badly any first year teacher to feel badly about being developing they're starting out things are tough I'm up through year three we better be seeing some developing things you know moving up changing from year to year but we're still we're still likely to see something developing in year three so you know we're not once again this is not an instrument for beating up our people this is an instrument for growth and for recognizing when they grow and that they are getting to the place where we really want all of our teachers to be so developing for this coming year would be 50 instead of 32 percent that's a big jump and then we're proposing for uh year 2425 that those percentages be 95 75 60 and below 60.

50 a year yes okay and are these teachers that you're hiring are they required to get an advanced degree master's degree no not in Arizona okay and the online place again for the budget is what again the Arizona Department of Education website okay any last comments or questions from the board I can decide like emotionalized wait a second I'm sorry I didn't make the motion but uh I I will approve um the rental cost analysis for for 2023.

Madam president and board members this is your second reading we did receive another update from asba for three of these policies to just strike on one word from what you read on your first reading so Cass if you would if you would show IGA please okay so the underlined part was the new section for this policy that you read on first reading last month um the attorneys reviewed this and felt that it was a bit ambiguous ambiguous to have the word board in there and so uh because that would imply that it only applied to board a board authorized in this case textbook selection committees when frequently it is the superintendent who's who sets that up because by other policy the board extends that responsibility to the superintendent so they felt that it was a little ambiguous so you could go ahead and approve this and consider it a second reading even with just the Striking of that one word and it's the same in the other three they've just taken that one they've they're recommending to take out the word board because essentially the same sentence is in those other other two policies well I make a motion um that I'm president that we accept the reading second reading of IgA with the notation that the recommended Crossing out of the word board be part of what we do accept and approve tonight could I could I get you to amend your motion to include all of these policies the 744 through 747.

um the item on the right the two columns on the right where it says the point totals just for domains one to four I will tell you that this was a suggestion from Mrs Ayman um that from her experience as an administrator a leader in in another District that when she just showed the teachers the points from these four domains and how that would play out against those labels that that was very reassuring to teachers and and very helpful and so I didn't see any any issues or any problems and the team liked the idea that we that we would share that with teachers as well it's information okay it's information so on behalf of the leadership team I'm recommending to the board that that we adopt these changes we've not changed anything in the rubrics anything at all other than the point values for any of the domains and any of the descriptors so I'm recommending that the board approve these changes in the teacher evaluation do I have a motion to approve the the revisions for the certified teacher evaluation I'll make a motion that we approve the changes to the teacher evaluation form I'll second that motion all those in favor I'm Melinda sabrowski hi Charlene Diaz aye Fred Rushton hi Barbers zarzuki hi Sheila Burnett item 6.4 Personnel Improvement plan revision Madam president and board members we realized as we were working on with our teams and as Jen and I were getting ready to work with the teams this week that the actual instrument that we use have been using in the district for a few years uh for the for the Improvement plan uh uh is not the one that's uh an exhibit in the uh in the board policies and um and in the board policy if you go to policy bridge and it has the identifier at the top and then it says to see the form click here so we clicked there and we saw the old form and so uh we thought oops it's time to update this so uh uh the the leadership team discussed everybody likes this form prefers this form anyway it has the same information it's just in a little different format and so we're recommending that we're asking for your approval of this uh this exhibit and then we will make sure that the link in um at policy Bridge attaches to the correct document do I have a motion I make a motion that we accept the person Personnel Improvement plan revision I'll suck in that motion all those in favor I'm Melinda sabroski hi Charlene Diaz aye Fred Rushton hi Barb zarzicki aye Sheila Burnett I am 6.5 possible action to clear to clarify the status of programs housed at Coyote Canyon School Madam president and board members this is um this is the topic we discussed in the uh in the workshop if you have additional questions I'll try to answer them and this is our opportunity your opportunity is the board excuse me to straighten out this situation do I have a motion to straighten out the situation I do you do all right I moved to restate and clarify the intent for an actual operation of Programs located on the Coyote Canyon School campus as follows although the Coyote Canyon School campus operates a pre-school program it is a location that houses and serves a curriculum and programs of other schools in the district is not a separate school this motion and resolution supersedes and clarifies the actions of the governing board on this subject as stated in the governing board minutes of the January 25th 2018 meeting do I have a second I'll second that motion all those in favor I'm Melinda sabrowski I'm Charlene Diaz hi Fred Rushton hi Barbara zarzicki aye Sheila Barnett item 6.6 asba policy service advisory 744-747 regulations and exhibit these this is what goes with what we just passed these are yes these are the regulations and Exhibits that go with those policies that you approved earlier okay um do we need a motion for this yes you do I make a motion to accept the asba policy Services advisory 744 to 747 regulations and Exhibits presented I'll second that motion all those in favor I'm Melinda sabroski aye Charlene Diaz hi Fred Rushton hi Barbara zarzicki I Sheila Burnett and in 6.7 first reading of policy gdo evaluation of support staff members I guess if you'll put that one up please uh in the process of discussing evaluation of support staff members on the earlier this week it was pointed out that excuse me that the old labels were in the policy and that uh we had in fact approved the board had in fact approved a year or so ago those designators to match across the district in all of our evaluations so that we have a distinguished proficient and in this case ineffective and developing rather than uneffective or unsatisfactory and needs needs Improvement so we're just asking you to as this is first reading but and next time next meeting to approve making the policy match our practice okay okie dokie closing items future topics 7.1 Madam president I was touched by what uh Miss Crowley had to say and and I uh I would ask that we would see what we can do to consider her request I don't know what kind of uh official sources are are available I'm really not familiar with the fundraising efforts among the school district but uh I definitely think that it's a plea worth considering and I would request Madam president and Dr Stewart that we put this on an agenda for a future description or discussion perhaps it could even be an agenda item for our next meeting next Tuesday um and if I might Madam president miss Crowley had in fact shared this information with me it does not necessarily have to come to the board for Action I had described for her the steps that she could take with this this could in fact be decided at the school level in terms of fundraising in a student uh you know a Student Activity kind of thing so I was a bit surprised that she came to the board this evening with this if you'd like it to be an agenda item it certainly could be but it could also be handled administratively do you think that's the best course of action I think it might be more efficient then I withdraw my suggestion it would be nice though if you wouldn't want to you would want to have a report on where it's going um it's the kind of thing that would be presented to uh uh to the student council at the Fox Creek campus and um you know for consideration and a pro and a plan um and so since the student councils are not going to be meeting before our meeting on Tuesday and perhaps might not even meet before our meeting in August but they might I doubt that you would have a report on Tuesday in fact I know you would not have a report on Tuesday because there won't be any student council members until August maybe in September but I think this can be handled administratively and um and and give the the students a chance to be the leaders on this I do believe so um I would like to see us discussing uh grades yes okay the grading system oh yeah so if you put that on choice agenda anybody else have a future topic they'd like to talk about okay upcoming board events what happens at our backpacks backpack buddies for our kids what do we do um they it will be happening at Coyote or yeah coyote uh next week no following yeah and families will come to the families will come to the cafeteria at Coyote for from our district not just from coyote you know but from our district because first of all it's a central location secondly we have the room available to do it third the the backpack buddies lease rooms on our campus for their storeroom and whatever so then they don't have to move things very far so logistically uh it's it's pretty uh you know it's pretty helpful to have that on this campus or on our campus so how are kids chosen for that um there is a process and I can't give you the details I know that Jamie Cottrell Who is the first of all who received from yes yeah students who are identified by Des are the first you know are the first ones and then we make sure that uh any that siblings and anybody in you know in the family is represented there's a there's a process it's all developed by a legacy Foundation but we have employees from our district and from the other districts in the area uh who all part work with Legacy on this because it's handled differently now in each district but they all participate in the Committees that that make these determinations and this year for the first time there's a there's a set number for each district a set number eligible for each site in each district that there have been some changes this year in in our in numbers okay and that has to do with Legacy funding because yeah you know they're the ones who round up the funding I'm sure it was probably feeling like it's getting out of hand um so am I supposed to understand that we as many of us as possible are going to be at the city council meeting well I think that would be nice if you could do that okay um and and then we would you know once our little piece is done we could adjourn over here to uh to proceed with uh the things that we intended for the the that you all intended for the meeting on Tuesday and add a couple of uh actual action items that I messed up for tonight um also upcoming board oh never mind that's not the board wrong board it's the other board well I plan on being there I plan on being there yes I do too I have to go to the Boombox parade meeting at 5 30.

you sure can so amended is there a second I second it all those in favor I'm Melinda sabrowski hi Charlene Diaz aye Fred Rustin hi Barbara zarziki aye Sheila Burnett item six new business 6.1 adopted budget board members this is the budget that was reviewed in the hearing and uh is the proposed budget for the fiscal year uh 24. uh I will I will say to you that um I anticipate a revised presentation of a revised budget no later than September once we clear out uh the current year and we identify exactly how many you know how much rollover money there is and those kinds of things it's very typical it's very typical you just you do the best you can with the data you have when you set it up and then as you know as the other fiscal year wraps up that changes the calculations that you're using plus by then we will have some data relative to enrollment and I guarantee you the state will have changed some of our enrollment numbers and and that kind of thing so it's fairly typical that that we revise sometimes we don't revise until December um but I I already anticipate some changes in September before we before we adopt this thing I want to give you a compliment um I think you I was very good it was very good to see six percent increase with a reduction in taxes very very nice very nice thank you for looking and crunching the numbers well the county helps us with the with the tax rate yeah um and and so that's really helpful but uh you know in in our in our in any of our current situations this is the this is the second year in a row third year in a row that our tax rate has dropped for our district uh it was it was around 350 or something when I first came on board and so it has you know it it's almost like half of what it was three years ago and I don't have anything to do with that but uh but to be able to continue to do what we do and create the kinds of budgets that we do and and support our folks and decrease that tax rate is very very fulfilling so thank you for the compliment I appreciate it there's were there any more comments on this may I have a motion to adopt the budget I'll make a motion that we adopt the 2024 budget fiscal budget for um as presented okay I second that motion all those in favor I'm Melinda sabrowski aye Charlene Diaz I Fred Rushton hi Barbizon aye Sheila Burnett thank you item 6.2 contract addendums District committees site leadership schools or Club sponsors and coaching Madam president and board members this is an annual an annual annual presentation for your authorization for us to pay employees for additional duties beyond the teaching day and we've had some discussions this is part of our discussions with leadership team Cass if you would put up the district committees please uh so for a long time we've had the classroom site fund committee and we've had a curriculum in professional development committee but since we are not re renewing or reviewing curriculum for this year um uh Mrs Lott suggested that we do the other half of what we did this past year so we had the retention committee uh in fiscal year 23 and that we have a recruitment committee functioning in this coming year so it's simply a name change for that committee however I will tell you that I'm recommending that we add coyote Canyon's participation to this because at this point with preschool and the child care center and the Life Academy the number of employees on that campus is to the point where they need some rep representation in in these committees as well and then I'm recommending that we add a committee called District staff event committee if you recall from the retention committee um uh recommendations and plan that they want to have a district-wide staff events and that means somebody's got to do the planning and the carrying out of that so I'm recommending that we have a committee for that uh same with the district family events to increase our district-wide events for families in our in our district and place a little more emphasis on district-wide events in addition to site events and then Cass if you'll go to the next page and then we are required to have a wellness committee this committee reviews policies that have to do with student wellness and and it's uh the committee is required by by Ade it's not been a formal committee for us in the past with pay but they have a number of tasks and so I'm recommending that we actually make this a formal committee and then we have the meet and confer certified committee and meet and confer classified committee both of which have been in policy forever and um uh and once again I'm recommending for any of these that we have Coyote Canyon employees in involved and then the last committee is an ongoing committee for exceptional student services because there are things that have to be discussed and con and considered and recommended for our exceptional students so we're talking about a total total commitment of fifty seven thousand dollars for these folks the other thing Casa fuel scroll back up to the first page and then down to this District committees well actually any of those other than meet and confer the leadership team recommended that since we have two folks from each site on these committees that one one individual will be certified and one be classified and that is a change so I think that's a good thing it's a good change it's a good change so we have both sides of the house if you will represented on all of these committees and and the leaders the leadership team is also committed to getting as many folks as possible involved as opposed to having you know some individuals on multiple committees that doesn't mean it might not happen but as much as possible to have as many different people on these committees as possible so there are changes in that one I guess my question is with with that um people at Coyote Canyon how many people are going to be there or how many teachers 789 10 10 or 10 or 12 teachers and just as many paraprofessionals plus we have the office staff or the uh Kate and a couple of other folks are speech therapists people are those folks so they're getting to be almost half the size of Diamondback so the question then is if they're half the size of Diamondback and Diamondback only has has two Representatives shouldn't they only have one they could but then we designate it's certified or classified I mean if if that's what you all want I will do what you want but I'm just yeah throwing that out they all seem classified at the other and certified because we have such special programs at our site that we are people can bring a different perspective to these needs entities Advocate you know and that's a good thing on this side you only have your certified they classified our you know the other side to the camp it causes distension and and conflict between well I see I can see the conflict happening between schools you know like you have half the number of people and you get the same representation as we do and I and I would understand that if I had brought this to you without discussion with the leadership and and so this was all uh this was all discussed and determined by the leadership team as well recommended to me uh Cass if you would also show the um the one for leadership uh uh no not this you can X Out it exit out of this and the one that's the leadership addendum is yes um this one's very similar to the Past although I will tell you that we have added to each site the tat team leader tat teams are the essentially the teams that consider students who are really really at risk and and are discussing what what are we doing to help the student what should we be doing what can we try out and uh and and if those things work then great you continue to do them but if they're not working then this leads into the discussions for uh determining whether the student has special needs and there are many many many meetings through the year for this person numerous meetings for this in the past this was uh this way these were positions that could earn points for the classroom site fund um but the way we restructured that program it really did not recognize the amount of time that this person has to put into to this effort and so we're recommending adding that at each site and then you will also notice that the the team makeup for Fox Creek um if you'll scroll down there you go Mr Eastman uh requested that we restructure his leadership team to be actually a little bit smaller and excuse me that he have two Folks at seventh grade two folks in eighth grade and then and then a kind of a campus cultural leader uh position for his team he felt that his team was a little bit too big and unwieldy to get to accomplish the things that they need accomplished and I couldn't argue with that you know so the commitment for this for this addendum would be a total of eighty four thousand and then there are no changes in the other two uh from the from previous years for the club addendums and the coaching addendums but Cass can show you those if you would like to see them and I will tell you that philosophically for me for those first two lists anything that we can do to a get as many of our employees involved in in collaboration in the decision-making process and in developing them as leaders is positive for the district and then beyond that any opportunity that we have uh to remunerate our folks for these extra hours and extra efforts and that stuff are good opportunities for us so philosophically for me this is this advances our employees it Advance advances the district and it advances it enhances the students too absolutely that's the ultimate goal that's the ultimate goal do I have a motion to approve the contract addendums District committee psych leadership Club sponsors and coaching I'll make a motion to approve the contract addendums District committee's site leadership Club sponsors and coaching addendums I second it all those in favor I'm Melinda sabroski aye Charlene Diaz hi Fred Rushton hi Barbara hi Sheila Burnett 6.3 certified teacher evaluation revisions and documents scoring for school year 23 24 and school year 24-25 um Cass if you would put the document up thank you okay so the leadership team and I spent we spent quite a bit of time talking about this Monday and Tuesday and and it all comes back to that discussion about improving instruction and our principals have said and we have said for a couple of years now that this domain three that is instruction is really the heart of of teaching and yet in this scoring system it is equal to or has been equal to domains one two and four and so our recommendation is that we not change the point values for domains one two and four but that we triple the values for for domain three so that the real emphasis is on what is going on in the classroom when students are there and teachers are teaching so um and we felt that we we all discussed this that making a drastic change in the labels that attach to these points in one year for you know from one year from how it's been to where we would like it to be was probably a pretty drastic change for one year and so that's why we set it up for two years and we'd make a partial change in those designators for this coming year and then the ultimate change for the following year so we're really talking about two things happening here one is a recommendation that the points and the uh that the point values really be emphasized in domain three that's the first change and so that would take us from in the past what the values were and right now I don't have the X the number in front of me but to 476 points I think it was 360 points in the past um and uh and um and then that changes so where you see that it says teacher performance 075.6 pgp for a teachers and this is one group of teachers and SLO for another group of teachers um they don't score teachers don't score in both of those they score in one or the other and then student achievements so changing the point value for domain three has increased the from about 67 percent to 75.6 percent of the overall score for the whole instrument okay and um and then those teacher goals and student achievement added together still equals over 22 percent which is what's required by the state for that piece of the evaluation so that's the first piece is increasing the emphasis on instruction and I don't know how much detail you want but I can give you an example um down in domain four for instance 4A is student attendance and verifications so if the teacher is if the teacher is doing that uh at a distinguished level they get 12 points for that it is the belief of the of the leadership that that 12 points is not equal to 12 points that they would currently receive under 3A instructional communication okay so 4A is really clerical are you taking attendance every day are you know are you are you collecting absence notes are you going doing those things for the same 12 points that you might get for instructional communication well they're not equivalent things and so that's that's an example of the basis on which we're saying that domain three should be worth about three times the I you know the other three domains okay so that's the first part the second part in case if you scroll no no no backup uh there you go the second part then is is changing the pers changing the percentages of points to be proficient or distinguished or developing so I will tell you that currently in the evaluation system we've been using that um to be a developing teacher you only had to have 32 percent of the points to be proficient you only had to have 57 percent of the points to be distinguished you only had to have 82 percent of the points so to me distinguished is like an A plus not just an a an A plus if we're talking about the grading system well I'm sorry but 82 percent is not an A plus okay and uh so we're proposing that for this coming year that the point values for distinguished be at the 90 level because going from 82 percent to a 95 percent is a huge jump in one year that would be very discouraging for folks a proficient going from 57 percent to what we kind of see is uh to me you know I want I want my teachers to be proficient now first-year teachers I'm going to see developing okay I'm going to be seeing developing teachers and that's perfectly okay I don't want any teachers to feel badly any first year teacher to feel badly about being developing they're starting out things are tough I'm up through year three we better be seeing some developing things you know moving up changing from year to year but we're still we're still likely to see something developing in year three so you know we're not once again this is not an instrument for beating up our people this is an instrument for growth and for recognizing when they grow and that they are getting to the place where we really want all of our teachers to be so developing for this coming year would be 50 instead of 32 percent that's a big jump and then we're proposing for uh year 2425 that those percentages be 95 75 60 and below 60.

that's okay you'll post it okay yeah we're we're in good shape to post you know that there might there's a possible Quorum at various things in the community it's a small enough community that you know you all are likely to show up at things always yeah exactly and and um so yeah we're pretty good at having kind of a blank statement out there that uh it's you know it's possible that you all might be in the same place at the same time we've got a year-long courtesy Foreign Motors that explains like for example if one of the council there could be three of you know UCSD action but for things like city council you are there because the city council is addressing PNC PNC is going to be dealing with a school board or somebody would need to report and I'm not even sure whether or not London I can to me if we're not acting as PNG board members can we still be there I think you can be there in the audience it's not like you're going to be voting or right I mean we have no power there right you recused yourselves at the pnz meeting which my understanding of how things work was an appropriate thing to do but I don't I don't particularly see a reason you can't be at this meeting right what they have recommended something for that person to then go to the following city council again I went to the one on chickens you did but that was before yeah yeah but I can talk to John okay well any other yeah you might want to discuss the next the August meeting and make sure everybody's got that open on their calendar but I want I want to invite everybody to the new teacher oh yes yes can you put that back up please the new teacher induction on 19th can I invite them for breakfast you're providing breakfast I guess so well I'm not providing no no no no women's chemicals is it breakfast or lunch no well we're providing breakfast if you want a dang donut coffees come see us we're going to to meet the new teachers I just thought that we should meet the new teachers and be able to Glad hand shake hands and say thank you for coming and being with us yeah I have it down for lunch lunch time lunch was lunch that day too no it was lunch then we were invited no we were invited to lunch for that day as a board member all right so if you want lunch you could do both yeah or we could do donuts or we could do both it would just be nice if we were here myself 7 30 um 7 30.

um the item on the right the two columns on the right where it says the point totals just for domains one to four I will tell you that this was a suggestion from Mrs Ayman um that from her experience as an administrator a leader in in another District that when she just showed the teachers the points from these four domains and how that would play out against those labels that that was very reassuring to teachers and and very helpful and so I didn't see any any issues or any problems and the team liked the idea that we that we would share that with teachers as well it's information okay it's information so on behalf of the leadership team I'm recommending to the board that that we adopt these changes we've not changed anything in the rubrics anything at all other than the point values for any of the domains and any of the descriptors so I'm recommending that the board approve these changes in the teacher evaluation do I have a motion to approve the the revisions for the certified teacher evaluation I'll make a motion that we approve the changes to the teacher evaluation form I'll second that motion all those in favor I'm Melinda sabrowski hi Charlene Diaz aye Fred Rushton hi Barbers zarzuki hi Sheila Burnett item 6.4 Personnel Improvement plan revision Madam president and board members we realized as we were working on with our teams and as Jen and I were getting ready to work with the teams this week that the actual instrument that we use have been using in the district for a few years uh for the for the Improvement plan uh uh is not the one that's uh an exhibit in the uh in the board policies and um and in the board policy if you go to policy bridge and it has the identifier at the top and then it says to see the form click here so we clicked there and we saw the old form and so uh we thought oops it's time to update this so uh uh the the leadership team discussed everybody likes this form prefers this form anyway it has the same information it's just in a little different format and so we're recommending that we're asking for your approval of this uh this exhibit and then we will make sure that the link in um at policy Bridge attaches to the correct document do I have a motion I make a motion that we accept the person Personnel Improvement plan revision I'll suck in that motion all those in favor I'm Melinda sabroski hi Charlene Diaz aye Fred Rushton hi Barb zarzicki aye Sheila Burnett I am 6.5 possible action to clear to clarify the status of programs housed at Coyote Canyon School Madam president and board members this is um this is the topic we discussed in the uh in the workshop if you have additional questions I'll try to answer them and this is our opportunity your opportunity is the board excuse me to straighten out this situation do I have a motion to straighten out the situation I do you do all right I moved to restate and clarify the intent for an actual operation of Programs located on the Coyote Canyon School campus as follows although the Coyote Canyon School campus operates a pre-school program it is a location that houses and serves a curriculum and programs of other schools in the district is not a separate school this motion and resolution supersedes and clarifies the actions of the governing board on this subject as stated in the governing board minutes of the January 25th 2018 meeting do I have a second I'll second that motion all those in favor I'm Melinda sabrowski I'm Charlene Diaz hi Fred Rushton hi Barbara zarzicki aye Sheila Barnett item 6.6 asba policy service advisory 744-747 regulations and exhibit these this is what goes with what we just passed these are yes these are the regulations and Exhibits that go with those policies that you approved earlier okay um do we need a motion for this yes you do I make a motion to accept the asba policy Services advisory 744 to 747 regulations and Exhibits presented I'll second that motion all those in favor I'm Melinda sabroski aye Charlene Diaz hi Fred Rushton hi Barbara zarzicki I Sheila Burnett and in 6.7 first reading of policy gdo evaluation of support staff members I guess if you'll put that one up please uh in the process of discussing evaluation of support staff members on the earlier this week it was pointed out that excuse me that the old labels were in the policy and that uh we had in fact approved the board had in fact approved a year or so ago those designators to match across the district in all of our evaluations so that we have a distinguished proficient and in this case ineffective and developing rather than uneffective or unsatisfactory and needs needs Improvement so we're just asking you to as this is first reading but and next time next meeting to approve making the policy match our practice okay okie dokie closing items future topics 7.1 Madam president I was touched by what uh Miss Crowley had to say and and I uh I would ask that we would see what we can do to consider her request I don't know what kind of uh official sources are are available I'm really not familiar with the fundraising efforts among the school district but uh I definitely think that it's a plea worth considering and I would request Madam president and Dr Stewart that we put this on an agenda for a future description or discussion perhaps it could even be an agenda item for our next meeting next Tuesday um and if I might Madam president miss Crowley had in fact shared this information with me it does not necessarily have to come to the board for Action I had described for her the steps that she could take with this this could in fact be decided at the school level in terms of fundraising in a student uh you know a Student Activity kind of thing so I was a bit surprised that she came to the board this evening with this if you'd like it to be an agenda item it certainly could be but it could also be handled administratively do you think that's the best course of action I think it might be more efficient then I withdraw my suggestion it would be nice though if you wouldn't want to you would want to have a report on where it's going um it's the kind of thing that would be presented to uh uh to the student council at the Fox Creek campus and um you know for consideration and a pro and a plan um and so since the student councils are not going to be meeting before our meeting on Tuesday and perhaps might not even meet before our meeting in August but they might I doubt that you would have a report on Tuesday in fact I know you would not have a report on Tuesday because there won't be any student council members until August maybe in September but I think this can be handled administratively and um and and give the the students a chance to be the leaders on this I do believe so um I would like to see us discussing uh grades yes okay the grading system oh yeah so if you put that on choice agenda anybody else have a future topic they'd like to talk about okay upcoming board events what happens at our backpacks backpack buddies for our kids what do we do um they it will be happening at Coyote or yeah coyote uh next week no following yeah and families will come to the families will come to the cafeteria at Coyote for from our district not just from coyote you know but from our district because first of all it's a central location secondly we have the room available to do it third the the backpack buddies lease rooms on our campus for their storeroom and whatever so then they don't have to move things very far so logistically uh it's it's pretty uh you know it's pretty helpful to have that on this campus or on our campus so how are kids chosen for that um there is a process and I can't give you the details I know that Jamie Cottrell Who is the first of all who received from yes yeah students who are identified by Des are the first you know are the first ones and then we make sure that uh any that siblings and anybody in you know in the family is represented there's a there's a process it's all developed by a legacy Foundation but we have employees from our district and from the other districts in the area uh who all part work with Legacy on this because it's handled differently now in each district but they all participate in the Committees that that make these determinations and this year for the first time there's a there's a set number for each district a set number eligible for each site in each district that there have been some changes this year in in our in numbers okay and that has to do with Legacy funding because yeah you know they're the ones who round up the funding I'm sure it was probably feeling like it's getting out of hand um so am I supposed to understand that we as many of us as possible are going to be at the city council meeting well I think that would be nice if you could do that okay um and and then we would you know once our little piece is done we could adjourn over here to uh to proceed with uh the things that we intended for the the that you all intended for the meeting on Tuesday and add a couple of uh actual action items that I messed up for tonight um also upcoming board oh never mind that's not the board wrong board it's the other board well I plan on being there I plan on being there yes I do too I have to go to the Boombox parade meeting at 5 30.

7 30. and where is that held at right here right here in fact on Tuesday night when you are here you will see how it is set up for new teacher induction okay okay I just wanted to make sure that everybody was aware of that that you know whether you come to breakfast or lunch and we're here to kind of say thank you to the teachers who showed up and then keep in mind that on the 24th when all teachers return there is breakfast at uh this year it will be at Fox Creek welcome back and 7 30. 7 30 to 9 and it will be very informal just as it was this current year and the just this past year our folks really enjoyed having just a very informal welcome back get to talk to each other we will have a number of excuse me VIP groups that Lance has been inviting on our behalf you know to to let folks know of services that are available in the community and those kinds of things so it will be at Fox Creek at 7 30 on the 24th women's Council have a table there because I'm running it there you go there you go okay and I will Carolyn will not be at that meeting okay okay or that that's fine yeah good to know okay I am 7.3 date time location of future meetings well we have one on Tuesday the 18th um says followed by executive session well part of you wanted to have an executive session to talk about my goals and stuff but then but then you would need to come back into public sessions to to put them you know to State them for the record proposed meeting on August 10.

that's okay you'll post it okay yeah we're we're in good shape to post you know that there might there's a possible Quorum at various things in the community it's a small enough community that you know you all are likely to show up at things always yeah exactly and and um so yeah we're pretty good at having kind of a blank statement out there that uh it's you know it's possible that you all might be in the same place at the same time we've got a year-long courtesy Foreign Motors that explains like for example if one of the council there could be three of you know UCSD action but for things like city council you are there because the city council is addressing PNC PNC is going to be dealing with a school board or somebody would need to report and I'm not even sure whether or not London I can to me if we're not acting as PNG board members can we still be there I think you can be there in the audience it's not like you're going to be voting or right I mean we have no power there right you recused yourselves at the pnz meeting which my understanding of how things work was an appropriate thing to do but I don't I don't particularly see a reason you can't be at this meeting right what they have recommended something for that person to then go to the following city council again I went to the one on chickens you did but that was before yeah yeah but I can talk to John okay well any other yeah you might want to discuss the next the August meeting and make sure everybody's got that open on their calendar but I want I want to invite everybody to the new teacher oh yes yes can you put that back up please the new teacher induction on 19th can I invite them for breakfast you're providing breakfast I guess so well I'm not providing no no no no women's chemicals is it breakfast or lunch no well we're providing breakfast if you want a dang donut coffees come see us we're going to to meet the new teachers I just thought that we should meet the new teachers and be able to Glad hand shake hands and say thank you for coming and being with us yeah I have it down for lunch lunch time lunch was lunch that day too no it was lunch then we were invited no we were invited to lunch for that day as a board member all right so if you want lunch you could do both yeah or we could do donuts or we could do both it would just be nice if we were here myself 7 30 um 7 30.

it's a regular meeting or regular your regular meeting date is the 10th yeah okay okay is there anybody who's going to have problems being here on the tent no no no I won't be able to be here on the 10th I'll be in Flagstaff sorry Fred have fun and play thank you enjoy the cool weather that is the same you can have some good discussion tonight some very good discussion tonight appreciate your you're talking to me about it and everybody else so I put up it's time to leave so could we have a motion to adjourn I make a motion that we adjourn the meeting and I'll second that one I think I've been the second all night all those in favor I'm Melinda sobroski hi Charlene Diaz hi Fred Rushton I bear hi Sheila Burnett the meeting is now adjourned

7 30. and where is that held at right here right here in fact on Tuesday night when you are here you will see how it is set up for new teacher induction okay okay I just wanted to make sure that everybody was aware of that that you know whether you come to breakfast or lunch and we're here to kind of say thank you to the teachers who showed up and then keep in mind that on the 24th when all teachers return there is breakfast at uh this year it will be at Fox Creek welcome back and 7 30. 7 30 to 9 and it will be very informal just as it was this current year and the just this past year our folks really enjoyed having just a very informal welcome back get to talk to each other we will have a number of excuse me VIP groups that Lance has been inviting on our behalf you know to to let folks know of services that are available in the community and those kinds of things so it will be at Fox Creek at 7 30 on the 24th women's Council have a table there because I'm running it there you go there you go okay and I will Carolyn will not be at that meeting okay okay or that that's fine yeah good to know okay I am 7.3 date time location of future meetings well we have one on Tuesday the 18th um says followed by executive session well part of you wanted to have an executive session to talk about my goals and stuff but then but then you would need to come back into public sessions to to put them you know to State them for the record proposed meeting on August 10.

um and then some of the staff members later saying like no I am not on Pace whereas where I was last year so um coming into the fall this year they're gonna they're gonna have a reference point where um there there will be more actionable comments that I get probably from this fall versus last fall because everyone was kind of going through it for the first time do you have any um tools that allow you to measure how students are utilizing the resource period say you want to increase the utilization by students the resource Group do we have any tools that track how students are actually utilizing resource period whether they're going to a counselor going to a teacher or involving themselves in these small group studies it would be nice if we had a way of measuring that to see a steady growth of utilization of the resource period by our students in those examples yeah I mean I think that they do track when someone goes into the counseling office there is some kind of kind of like a scanning kind of thing the SAT program is by sign up and so that one that will be easy to track um the res that the student sort of generated study groups that we plan on doing a survey for fresh and sophomores asking like if you were to join a study group like what what subject would you be most interested in who's your teacher for that subject you know give us a scale of one to ten about how confident you are with that subject would you be interested in being a leader of that and so I think teachers will be able to see who's in a study group um and as as that kind of gathers steam I think we'll know also from staff whether or not their students are so I would I would think that that would roll into the survey about you know how like how much of your students used study groups and also for students um but also I think that's also going to be anecdotally the difference of like walking around like our Juniors and seniors choosing [Music] study groups rather than late arrival or early dismissal during that resource time that that will also be a pretty good indicator of yes they're seeing value in that and value enough that instead of going home that they are staying here yeah I would just point out that um a lot of the way we're going to measure success is anecdotally and through surveys but if there's anything that can be done to provide data to suggest that this schedule is is improving the overall academic experience of our students I would strongly suggest that you do whatever you can to track that data and bring it back to the board so that we can see that and be assured that there is some actual data Beyond just survey and anecdotal but qualitative data is data I you're right here is it is but it's like that's legitimate educational research data it's what we use in our profession a great deal of programming I'm just saying um any hard data that's truly measurable what would you is it like what would you want to see measure your self-choice and get it like get a pass for to go here or pass to go there yeah that's what I'm that's what I'm suggesting I mean we'll have 17 students chose to go to you know Mr X's office hours or you know is does that program capture um so the flexible scheduling software right now we're just going to start off by using for student Choice which is you know runs during access um and partially it's because I don't want to overwhelm the staff within a another program to start the year um and so um I did choose to do sort of a slow roll into it I would say the intervention committee that we did have a longer conversation about do you we just pull the Band-Aid off and like we're going to use this for office hours we're going to use this for student choice we're going to use this for Student Success a support with the past all of that um and um based on sort of where the staff was when we left in the spring I don't think that's a good idea um to start the year although um I if if the staff feels like yeah no this is it's super easy to take attendance in which it is um and students are getting used to it um and it is it does show like I invited the student to office hour and I can mark the attendance about whether or not they showed up um and I can they showed I sent a pass to the student and yes they attended but they were attended and inactive that you can get that minute with the with the data on it so I do think that as students get used to it that will increase it and then we'll be able to look at those numbers that way because also um you know our plan is to open that on Sunday evening so that you know families are at home and they're like planning their week that they can that's something that they can do together or like choosing things also the staff have the opportunity to choose students before so like if they need to see them that they can choose them rather than students choosing for themselves which I think will also be a good data point of how many students were chosen by their teachers versus the students made a choice in that software so we do have passes that are in triplicate form and we do you know track that um and uh but I think sometimes the data is only good as good as it being inputted by the staff member and so we're one of the reasons that we talked about streamlining it into all of those other things is the staff would only have one spot for it and then all of the data could be collected from there so I think I foresee it being used in more facets in the spring but I don't want to start off with it in the fall until I can like Train everybody on it I know all the kids have the app all that kind of stuff fair enough I think we the qualitative data though the fact that we're going to have a very similar survey in the fall and the spring that we had this last spring based on what we learned in the fall we'll provide some quantitative look at qualitative experiences like are we seeing are we seeing the overall experience in these measures that we're using trending in the direction that we want to see them Trend yeah and well the well the the plan be that the the access teachers remain like stay with the same kids that's as much as possible I mean we might be able to get a little bit more from the teachers that have now you know gone over a year with the same group yeah they're not starting from scratch um so this the the teachers who had seniors now we'll start with freshmen um and so we did have a good perspective of a freshman access teacher at South who was going to his second year and he talked about how can we make sure that I can continue to build a relationships with these students or talked about at the end of the year like I wish there was a closure day because I tried to build relationships with the kids all year and then there were also teachers there that were leaving their senior access and starting over a freshman and so they were very invested in the schedule and the lesson formats and everything making sure that their freshmen were going to get off to a good start knowing that they were going to be with them for four years and so it was valuable to have the two perspectives on the same room for sure is there a flexibility in the program so mid-year from the first survey we see things that we could adjust or fine-tune to improve it do we have the flexibility to be able to do that yeah I mean like I so the program allows me to like run like three or four different alternate schedules so um the first time we ran student Choice it was um a mixture of academic and like you know open gym or like Puzzles and Games in the library um and so we do have the possibility of like uh having a schedule that specifically like teachers as we're wine as we're getting towards final exams what would you like listed on the student Choice schedule as we near that and that could be schedule one um this is I can have one that's only academics I can have one that has more student Choice like fun options or or a mixture of both um and so I think that you know as we do things during the year we we may be pulling from different schedules um last year I made uh sort of I sort of laid everything out for staff and I had Department chairs looked at it this year staff members are going to put you know for each different schedule what they would like listed and so I think that the staff will appreciate that as well I know that I know the students like the student Choice day and now that we'll get over the tech component I think it will take off and I sort of foresee this being more of the model for Access um than that cool I applaud you for forming the Committees and addressing the issues and I really like the idea of those committees staying on during the school year so that as you are walking the buildings and getting the feedback you can take those back to the Committees and continue to evolve and work on the schedule and find tuna thanks yeah and I think the part uh you know the in the the access or in the um the survey for staff they'll probably be an open-end question is there something that you would like any of the Committees to talk about you know as we're going into the year so that they have an opportunity if I mean they know who the committee members are because they'll be presenting to them in the fall and they know who I am but um sometimes they just need a spot to write that down in case they haven't attacked any of us so that's likely going to be a question in the survey for the fall cool and as the board will see in the OR is seen in the goals that are out there through our HR department with Rob we're doing a whole other staff feedback loop as well so between those two working independent of one another I imagine that they'll be crossover that comes up in those two opportunities for staff feedback we talked about the kids a lot but when you mentioned that in the fall last year some of the teachers felt like they were behind is there going to be like a way to for them to reach out or to say I don't I still don't feel like I'm oh yeah oh yeah no for sure yes I mean I think that that the you know the questions in the survey I I'll there I made adjustments to the spring survey based on hearing how things were going and what people were concerned about um and uh giving them the staff like sort of the checkbox list of like is this still a concern for you or is this not helped some staff members who didn't want to write a narrative um but also that they could do those of these are still strengths for me these are still weaknesses and um you know I think it was what one third of the staff who did the check boxes also did open response I think there were 90 um so adjustment for yes for everybody for sure yes I agree all right any other questions on those all right obviously there's a lot going on across the district a lot of facilities work a lot of getting buildings and stuff ready everybody in their individual uh aspects that are working all summer working on their branches of the organization but then across the whole administrative team I've shared this with the board but just to go through all we're all at the table together really we've spent June in the beginning of July drafting goals and tasks those are being presented to the board next tonight determining out of those goals and tasks what work do we have to do over the summer to be ready for everybody to come back tonight we'll together review those draft goals and tasks and see if there's if we've captured everything that the board thinks that we should be working on next year then tomorrow we come together is an administrative team to look at those based on your feedback tonight and continue our working for those first day back first days back the welcome back and and the three days that staff have to work before students show up um Wednesday the assistant superintendents principals and I uh will start mapping out the entire year of Team meetings uh what's going to happen and what our activities are with leadership and when we plan on bringing updates to the board on those goals and tasks throughout the rest of the year then August what is that second I keep messing up those August dates August 2nd the leadership team is coming together for half a day to just work on those three days back making sure that we have our schedules our presentations everything ready to go the 11th and 14th it's the Ryan mentioned DLT that's our district leadership team that's all the administrators and Department chairs will be working together on a variety of planning to come back preview of opening days we review some of the like staff discipline things for that the union leadership is coming in from both bargaining units to spend an afternoon with us to look at like just staff procedures and discipline and how all of that works so that we're all on the same page and then uh we we kick off the school year with opening days and then shortly after that students are back so yeah you know we're we're really progressing well we have this document that's our summer work document that we'll be revisiting with the team tomorrow which has been really nice to just so everybody can have an eye on what everybody is doing um uh there's been a lot of work over the the first kind of six weeks of the summer so we have I don't know about six weeks left we're about the Midway Point uh right now so I after we have our next conversation we'll have a better idea of where we're at uh we'll uh come back and get all of those goals and tasks approved by you in August but um we had a lot of work to do before everybody gets back so uh questions on on anything that was presented uh so far I just can't believe it's going so fast it always does it just seems like yesterday it was graduation all right um so the next piece as I mentioned is the Strategic road map which is the goals and tasks inside of this uh just as a reminder last year the board approved a new strategic plan with our mission and vision I bolded a few of the key Concepts in each of those for you but really you know the idea of preparing students for the future of their choosing and their ability to realize their potential and positively impact those around them is really the heart of what we're doing in District 99 inside of that we support this with the values that were established as part of the Strategic plan our opening day opening days for our staff are really going to be structured around those five values so everything that we present on those first couple of days we are tying that work back into that and then inside of all of that we have our strategic directions and strategic expectations so what I've done for the board here obviously you've all been provided this in advance I'm not planning on reading this all to you as I know you all know how to read what I've tried to do for you and for those that are reviewing this you know that might be tuning in or watching this later to get the overall gist of what's Happening inside of here is to list under on on each page here kind of grouped some key themes that are happening under those strategic Direction which is an equitable and supportive environment the Strategic expectation is that bolded first uh first row and to ensure a safe and sustainable opportunities for all students families including access to District resources the lines under that are all of the pieces that we've shared with the board that we're going to do and we've started to draft out what that actually means for each of those things the work we're doing inside of that as well so uh that's kind of the format that I've used to present it to you so in this first one really this is a lot of what Ryan talked about today with the access and resource pieces um this is the idea of our support student accountability you know the state accountability around Student Success making sure that we have safe environments inclusive environments that our Communications support that and that we're looking for feedback to determine if we're doing those well so I that's kind of what I'm going to give you on each slide if there's anything that a board member wants to pull out anything you want to Wordsmith in this this is your an opportunity here with everybody at the table obviously we'll continue to listen to feedback from now until when we come back at the workshop in August so you know you see something today and it's kind of gnawing at you and then you want to reach out and talk to me or Don or both of us about something we'll continue to listen uh for the next month and there will next what three weeks whatever it is and then we'll come back uh at the August workshop and ask you to approve these as our goals for the next year so questions and process or how this works is there anything on this under insure a safe and sustainable opportunities for all students families including access to District resources that any board member would like to has a question on or would like changed or for us to consider and I know I've just you know for those in the audience are watching at home board members have offered stuff you know asynchronously up until this point but this is our first opportunity for everybody at the table if there was something are we still going to sort of do that where we kind of want everyone to get involved into extracurricular activities of some sort absolutely yeah yeah the goal is that everybody's involved in two at some point during their High School career yeah all right uh the next couple uh really the themes on these in this uh slide in these two groups are attendance and discipline that we know have have not returned to pre-pandemic levels uh just making sure we have clear expectations the work around access and resource periods that Ryan was referencing earlier really connected to this is the idea of reaching out to families and sharing expectations with them and then the idea of those values of care trust and belonging and once again how our facilities can help support all of those things is there anything in here that anybody would like to pull out and discuss I think it's a great idea to try to recognize students who are having perfect attendance and making the choice to be at those when they could choose to leave I think recognizing the attendance you know as being an issue is a step in the right direction and I'm sure your administrative team will formalize ideas how to address that yep yeah attendance has been a interesting thing for a lot of years for a lot of things but uh that in particular you think you noticed an improvement as last year went on or not as much as you would have liked it's hard to say you know for some students yes for other students know as a whole we know that chronic absenteeism is up in District 99 it's up in other areas where better than some places worse than others I mean it's uh you know it's just it's a hard thing to wrap your arms around I think just year over year students getting back into the habit of we go to school every day will help us but we know that the whole like how people attend work and how they think about the workplace how families think about what how they value their time and what their children are doing has changed uh post pandemic and you know we do a lot to support students when they aren't here and some students as Ryan mentioned because of that can be successful and not be here but helping students understand their not and their families understand they're not getting the full Rich experience we offer when they aren't here like they might be able to get a grade that they're satisfied with but they're not getting the full experience of District 99 offers if they're not here with us are you finding that there's a lot of students that still want to remote learn not so much but I think the idea of missing a day or two or twelve is not as big of a risk families don't see that as big of a priority uh of being here every day is what we saw in the past hmm it's a shame it's a real shame we'll see if the if they changed forever or if this is a short-term well I think as you said though um I think the workforce is finding that same uh happy medium because some are requiring everyone to come to work again and they're not liking that so that's that's a very uh interesting call yep so I mean we're we are part of society so you know whatever's happening in society is happening within our walls so well if students see their parents having that same struggle they may have it too just because of the environment that they're in well I mean before I mean schools also have always served an aspect of child care and you know you send kids off to school so you can go to work but if you're working from home I mean it just all these Dynamics factor into what's going on you know so yeah we know that the best experience we can offer students is that when they're they're here with our teachers really important takeaway too as having like a soon to be college student like that's that's the message I want yeah showing up is important yeah yes best experience that you're gonna get is if you are physically but then a lot of a lot of the universities are offering um remote learning so it's I know it's difficult that's a fine line that you want we have to tread right yeah we're all gonna have to navigate this if you sit there in person yeah yeah this is all the the kind of new world we're in with different expectations and things are shifting and we got to keep a close eye on it but especially for a student where it is we can demonstrate that it's impacting them negatively those are going to be like our our top priority but we want to encourage kids to be here with us yeah not only that it's important for their socialization skills absolutely they're not going to get bad uh any other way than human interaction you mean they're not going to get it on this unfortunately not [Laughter] yeah all right anything else on this one um in the building Community section talk about reviewing and evaluating student and parent Outreach opportunities and I think we've talked about this um is potentially involving the board and ways of outreaching to the community as well and I'm just wondering if we should potentially maybe edit that first statement to include the board in participation with different Community opportunities I have that it's sitting down in one of the other ones but it it is it is in our activities yeah okay um I can't remember which one I have to go into the details but definitely increasing opportunities for the board to interact uh it's in our work okay thank you uh and I I shared a document with the board this last week if you have any yeah I had a chance to go at it of some of the things that the communications team and I are looking at to provide additional Outreach opportunities for board members and that was much appreciated uh let's see uh the next one uh really is the the keys around social emotional learning this is the work that comes in every setting but is supported greatly from our counseling department but social emotional learning should be present in every classroom every interaction that we have with students and staff some of this is just helping to continue to grow our own skills as Educators in those areas some of it's around our practices and processes and making sure that we are putting in practices that support students and families and making sure that we all have the skills as the adults to do that um the idea of you know when we look at discipline what is the appropriate level of discipline are we uh are we assigning that equitably fairly appropriately are we looking at discipline as a lens that it's a teaching opportunity that's what we are here to do is to teach if a student is deficient in math we help them get better at math if they are deficient in how they are behaving we should be working at getting their behavior better um you know it shouldn't just be about punishing students it needs to be about teaching students and making sure that they understand how their discipline impacts their outcomes those around them and how to make better decisions moving forward that's why we've invested greatly in the idea of our path program and those kinds of things moving forward so but that you know that's every interaction that we have with kids when they aren't you know very small behaviors not doing what we would hope that they would do all the way to the you know the largest levels of misbehavior how do we work through that to make that the most positive learning experience it can be while still maintaining a safe learning environment so that others can learn that how do we balance that so that's a lot of the work in that space and uh you know you can see a lot here around communication collaboration that's you know how do we continue to step that up those feedback loops that we've mentioned multiple times tonight how do we communicate to people our expectations how we're improving what we're doing to get better how will how those in our community students staff parents community members all can can help contribute to making this the most positive environment questions comments on any of these on the social and emotional learning aspect this may kind of dovetail into your staff section but um assessing whether or not we have adequate Staffing levels to provide the requisite amount of support for our students I remember being at a board meeting before the election hearing about how taxed some of those who are handling these issues are and I think it would be meaningful to have your administrative team assess whether or not we have adequate Staffing levels to meet our student needs absolutely you know and we do that on every year which is why we expanded two of our positions this year the path coordinator and the Student Success coordinators to make sure that you know at least that kind of tier two that second tier of support was there you know every year that I've been here we've increased resources in our C Triple S our counseling student Support Services area that's uh an area of the district that's grown because the needs have grown uh every year but yes I mean it's it's just that's a yearly task for it maybe something that's unsaid but no no it's maybe adding it would just be a point of emphasis I guess I guess uh okay yeah let's let's see if it shows up in the Staffing piece but I can't remember if it's there or not all right uh moving into the next uh strategic uh direction is growth of student ownership and agency on this one we have three different uh we got a lot more granular when the Strategic plan was built in this section so you'll see like back here in these just the way that the Strategic plan was written these are very you know more 30 000 foot uh kind of statements that we're working inside of when we move into this uh strategic Direction the expectations got a lot more granular so we moved from like in that first strategic Direction the expectations very large overarching this one we moved from like 30 000 foot view to more like 5 000 foot view so you're going to see less kind of actual goals and tasks under there because a single goal or task gets us that more granular outcome so the in this one really focused on academic progress and tracking that and making sure we're communicating it that we're focusing on how students use their time once again you heard some of that summer work that's being done around that leading into next school year really making sure that we're doing a good job of gathering the student perspective and their voice obviously as you heard today the more students that we have as leaders the easier it is to then gather their voice so creating more leadership opportunities for students as part of that obviously student engagement is inside of that and then you'll start to see this idea it's all through the Strategic plan of what comes next for our students so the idea of post-secondary planning and the connections to what students do after they leave us is threaded throughout the Strategic plan and you can see that in some of the goals and tasks that are in here as well questions on on any of these or clarifications all right and then I this one just has a couple more really this comes back to that activities Athletics data one of our key uh key things we're focusing on that we realized last year's we started to try to track this was uh the way that we are tracking student involvement in these and attendance enact act not Athletics so much but activities is an area where the data isn't great for us so we really need to Define what it means for a student to be involved in a club you know is it signing up and you know being on the mailing list so you see what's going on is it you have to attend once does it you have to attend regularly what is regularly because some clubs meet twice a week while other ones meet once a month like so you know when you get into the activities world it's very different as you move from one activity to another one club to another so as we look at it and say is a kid actively engaging in these extracurricular well Sports is kind of easy right but activities is as much muddier and then also it's you know we need to start looking at how do we offer Credence to students that are active outside of school but maybe it's not in one of the things that we are offering you know we have students that are very active in scouting or their church group or we have you know students that are going to be Olympians and like that's they're active they're involved they're managing things outside of school as well as school but it's not one of our things it's a very important thing to them but it's not ours but that doesn't mean that they're not doing something outside of school so there's all of these things that we need to like learn how to better measure and evaluate if a student truly is involved Beyond this the academic school day thing give any self-reporting like can a kid right that's what we have to figure out is how do we do that right how do we and then record that accurately so that that we know it's there so this is kind of a new data set that we like we we've thought for years like being active at school being active outside of school was important to student health and and students being successful but there's been a wealth of data over the last couple of decades about it's a real predictor of post-secondary success there's just not been a lot of work on like what should that data look like as it goes in to track it which is last year we started to look at that um and we hope well not hope we will make progress on on that this next school year but it's it's a messy data problem out there but one with a ton of potential to really improve upon the overall experience of our students absolutely well I'm excited to see what you guys are able to do with that and that student Outreach piece like if a student isn't involved in something why is that is it their home life doesn't allow them to or we have nothing that interests them or you know or or what are those things that are stopping a student from being involved is Administration working on anything to measure post-graduation success as as like a with all of these things in place and so you see you have a student the past couple years you've been in these extracurriculars and has been a very academically successful student are we taking any measures to follow up with them after they've been in college or afterwards to measure how actually successful all these things are yeah that data is really the answer is yes but so yes we are actively working and trying to get better data of what happens post High School one of the things we started doing last year was gathering student contact information like their personal email addresses so that we could start reaching out to students one year five year five years after they leave us of course that's self-reporting and that they they have to join in and do that we also worked this year legislatively um to try to get better data from our community college Partners in Illinois so in real time and then after uh they continue at a community college we know the largest number of our students post-secondary for college where they go is College of DuPage so that's another data set we're looking at bringing in if students are being successful once they leave us there and then we we're left to tools that aren't really accurate out there that we can Garner some information from like the [Music] just like went in and went out uh there's a college Clearinghouse data that we can get from our from colleges out there but it's hit or miss and it's not it's not uh accurate data just kind of gives us a glimpse but post-secondary data is really hard to come by hmm do we have the um alumni page or anything for the graduates college graduates of District 99 what would describe what would be on that alumni page because I mean get back to us they can put feedback on you know like a web page and it says your graduating class is uh 2002 and we're actually that's why we started Gathering last year not this year's graduates the year before graduates uh all of their email addresses so that we could reach out years afterwards to request that kind of feedback year we recognize certain graduates oh the the distinction yeah yeah and how are you oh people there's a whole process for that people are nominated yeah yeah but what we're looking at is I mean just the general experience yeah absolutely like we do an exit survey as students leave us but now we're developing like one year out how did it go five years out how did it go knowing that that like you're not going to hear from every student right is just and the students that tend to respond to those surveys are students that either had a really good experience or a terrible one right yeah um and as the years go by the pool that's responding will get smaller and smaller well it could be like most at the universities and stuff you just go onto their website and you can type in you know hey I graduated this year and this is what I'm doing I'm you know president of XYZ and you know I am you know involved in this and just like an open-ended thing that you don't have to send out to anyone you just can respond I think that may be what that's right database that we we just did one last year uh 2022 where we use that third party company to gather that that information in but yeah it's you know once again it's whoever volunteers to to send it in yeah but yes Chris that is an area where we would like to learn more but you know it's more National surveys and those kinds of things that give you the data where you can lean on best practices okay when they're looking at just large data sets across the country our small data set is much harder together well we're trying trying to get a better better set of Dad all right uh the next uh strategic direction is increased student engagement post-secondary planning so we have a whole section on post-secondary planning around here uh real you can see some of the things that tie into this is the idea of executive functioning knowing how to manage your time we know that that is a as we started our strategic planning process was a lot of feedback we got from former students that they were leaving us and were not being successful in managing their time um so that's part of the keys of one inside of our new schedule right is that it offers students that opportunity to practice managing their time one day a week with us and then we're helping them do that with some of the sports that Ryan offered up today but also in the lessons that we're teaching them and strategies we're giving them to be more successful during that time you know uh I didn't want to interrupt Ryan as he was rolling over there but we do know and it was brought up the research definitively shows that forming groups of people to help you be successful as adults like study groups at college is huge hugely essential to to being successful finding a group to be with in the workplace finding a group to be with in college finding a group to be within your personal life finding those groups and fostering them and learning to be successful inside of them is hugely helpful when you become when you move into college or you become an adult so the idea of how can we Foster that here within our walls is a huge piece moving forward um so you can see how those fit inside of here and then once again like I said before leadership opportunities so we can have students lead other students in those settings anything in here the next two sections really continuing under post-secondary success knowing that families are important in developing this as well providing equal access for all students to a post-secondary planning and to what we're offering here within schools especially traditionally marginalized students and families that might not have had a legacy of a family to help share with them how to navigate some of these complex post-secondary systems that we're reaching out to that I mean like Abbott is something that's built in our curriculum that helps with that but how do we just make sure that that's available to all students in some shape or fashion and obviously the focus on Career Pathways post-secondary planning things like internships tcd all of those those opportunities that we offer in our schools one of the things that is in here that will continue to work for work towards is helping students understand the courses that they're taking now what careers those are preparing them for down the line so that they can see a connection between what they're doing now and what they might want to do in the future anything in here that I you'd like for me to pull out post-secondary planning just mean college or that's okay you know whole secondary planning is anything that comes yeah yeah it's the however many years follow the four years with us so I I always I always kind of boil it down to the bucket of they're going to continue to learn they're going to work they're going to need to fill their time like and they're going to have relationships with people in all of those settings to me those are kind of the big buckets of whatever happens after us entails so what are you going to do at some point you're going to have to learn more things whether it's formally or informally you're probably going to have to work uh to sustain yourself you're hopefully going to have some free time that you're going to fill with something that you enjoy and you're going to have relationships in a variety of these settings that you're going to have to support So to me it's how are we helping students prepare themselves to fill those buckets then we move into uh the last strategic Direction that's really focused on our staff uh the first section really looks at uh student relationships uh connections how do we recruit staff how do we keep them here how do we develop staff that are with us how do we make sure that we all as professionals are using best practices in the settings that we're in and how do we provide time and opportunity for all of that to happen any questions on these two and the inside of this would be Don you asked earlier like staffing needs and development around social emotional learning this would happen kind of in that first one we're increasing a caring trusting belonging environmental Stone you know through an equity lens do uh do staff and teachers are they able to utilize the counselors no uh counselors here for students so we have a employee assistance program for outside counseling for adults that would would see you know seek it out that way yeah really like uh counselors psychologists social workers nurses all of that piece of C Triple S that's all student facing our staff utilizing the resources that are available to them it's not something we because of confidentiality we don't gather data on it we just provide those opportunities for staff we educate them on what's available but then it's up to the staff member to engage in that okay um so anything else on this one then I think called out specifically in this next one is social emotional learning in our intervention programs and monitoring the data around that so that's another spot where it shows up with our staff here and then your question earlier sharing staff roles and responsibilities match the current needs of our students is that second one okay so really this is how we use the data that we're Gathering about where students are interrogating what we talked about what kind of data are we Gathering see if students are getting interventions if they're appropriate and then making sure we have the appropriate staff that when we bring in staff we onboard them appropriately so they're up and ready to go that we're working constantly on our culture within our staff and staff morale and feedback that's going to be a big piece you're going to hear a lot about this year as we enter into a whole project around staff morale and a feedback loop and a team of staff that are helping us shape the decisions we're making to make sure that we're meeting their needs as an organization moving forward so Rob will be leading that project and Reporting out with that team of Staff as it forms and everything else throughout the year any questions on these obviously the board has been provided a wealth of like internal granular details to how we'll be doing some of these I invite the board to peruse through that information as well reach out with any questions you have around these big overarching ideas or the more granular detail inside of it this information has been shared with the district leadership team so administrators and chairs it's been shared with both uh bargaining groups the union leadership in both of those groups so that and I've followed up with any questions that have come in and offered to meet with them if they have further questions and then all of this uh will be what we're parsing out and determining what we need to share with staff in those opening days how do we plan to nurture a culture of support and collaboration among our staff so that is this whole project that Rob will be coming later to share all of that with you yeah we're partnering with a third party called EAB that's the name of the company that has a pretty well defined process that's been used in many other school districts some locally and across the country that's really designed around a it's a predefined survey that goes out to your staff that it's around if I remember correctly seven different domains of a a workplace experience that information comes back and then it is a team of Staff members led by that'll be led by Rob but a cross-section of our staff that look at that feedback kind of isolate what are the top priorities of things that need to be addressed and then start determining how we should appropriately address those concerns cool so and then I'd say you know it's it's a constant it just keeps going yeah in this Loop so that you can determine like is this thing that was a top thing has it been addressed and now it's kind of fallen down on the list because we owe we know that like no matter where we work there's always things that we would like to see different or improve or those kinds of things that it's it's never like oh we fixed it right so uh this will create an opportunity for that constant dialogue feedback and then evaluating if like this team is going to look at it prioritize something make some kind of change in the workplace environment what we should see is that concern fall down in the list and something fall up in its place and then now it's move on to the next thing but we also know like you can't do everything all at once right so it really it's like what is most critical let's focus our resources on what's most critical hopefully resolve that and then open up resources to take on them the next most important concern cool cool so it's a pretty well defined process from an external group has good real real solid research behind it great and then are we being asked to approve this either is it the August 21st or August 7th August 7th which is will be a workshop with action these will be on there because I'd like for the board to approve them before we present them to the staff the staff will be back before we meet at our normal August meeting okay so I'd like to be able to get up in front of the staff with the administrative team and say the these are the board approved goals for the year okay as I said uh please you know take another walk through them all of the background information has been provided as well if there's something that is nagging at you or you know I didn't give you the opportunity to comment on it today please reach out just copy Don and I on that so that we can discuss it and then bring it back to the we'll bring it back on the 7th thank you foreign Jeff up for our new board members this is Jeff Burgos is our HR Director um one of the things that uh came out of a recent memo to the board was a question about how we our hiring process and then ultimately how we announce our hirings and approve our hirings at board meetings since we have three new board members and some questions came up we thought it'd just be a good opportunity to review just give you like the 30 000 foot view of our hiring practices we have I'll share with the board at some point we have an internal document that outlines I might have already I can't remember but we have an internal document that that Jeff works on that documents all of our practices for hiring internally that I'll share with the board at a different point you can take a look at it all right all right over to you Jeff thank you Hank um so yeah so hiring practices here in District 99 the I've got a handful of slides we're kind of walking through the main kind of themes and steps within that and then you know I've got some bullet points obviously and as Hank mentioned there's a much more detailed document that's an internal document that he can share with you that is also shared with our district leadership team and anybody who's in a hiring capacity um so initial coordination so that comes from you know finding out there's a need and there are several ways that happens uh particular to our teaching staff that's usually with our staffing meetings that happen in late winter early spring as we're preparing for the next year and so it typically happens there is a principal then we'll coordinate with their staff in the building around the building perspective so what does that include that includes things like all right what position do we need to fill in particular to let's say it's a science position are we looking for somebody who's more physics more chemistry more biology we're talking associated with somebody who's more you know us history more geography so there's lots of considerations that need to be put into that as well as checking with the principal from across town and saying okay have the DC's talk and and see what kind of overlap and coordination we need to do to make sure that we're meeting the needs of our students uh you know as well as possible because one of the things they keep in mind is that when we hire people a lot of people think oh I got hired downers North I got hired down or South but they're actually being hired by District 99 and so there's you know we have to keep that perspective all the time that we might have pieces that move from year to year we got to be ready for that um so the next step is then the principals figure out what is what we need and as I said for Staffing it's a bigger group conversation as well and then that's when positions get posted on our website which leads to experience for candidates which is they're able ability to get on there and see those and and type in or I should say click on and then type in a lot of things for the written application then that also to be submitted also requires a video interview so we have a video interview that besides uploading their resume and other documents like reference letters and all the demographic stuff you normally would do experience they also do uh a brief video interview so it's usually about four questions they have about uh you know two minutes to respond to those and then those are used as sort of our first screening tool for our hiring so that um even before they look at the written applications we always encourage our uh hire managers our department chairs in particular and the assistant principles who work with them to look at those video interviews to make sure that we are you know not just looking at people on paper and that we are looking at people in person as well it's nice because it kind of counts then we can say everybody who applies to District 99 at least gets an interview of some kind so we have that to look at I got you thank you thank you um so then next we have uh the interviewing itself so I talked a little bit about this uh primarily when you know most of the hiring we're talking about is certified staff or teaching staff and so uh the first people involved at our department chairs and then the designated administrator so designated administrator as I mentioned is another admin as administrator one of our assistant principals could be our principal um uh one of our building level directors who work with the department chair and partner with them in this hiring process so as I mentioned candidates will submit their application with the video interview all their materials and then the designated administration department chair review those applicants so they're looking at those videos and they're saying wow here are some candidates that really stood on those videos now let's look at their applications make sure things like do they have the background that is ideal for what we're looking at after that sort of coordination piece I first mentioned and trying to find out who are the Slate of candidates that are going to be our best group of people to bring in for an in-person interview and then that can vary in terms of numbers depending on how many qualify candidates we have then what happens is the department chair and designated administrator they also put together an interview advisory team and so that is the folks I've already mentioned then that will also include teachers from the building as well from the Department that is the positions posted in to allow them to have a voice in the process to meet the candidates to give perspective because obviously we've heard about a lot about our goals today and collaboration how it's important and teamwork and things like that so we also want to get a sense and feedback from our current staff on any new staff that are coming in so we want them to be part of that process um the inner advisory team also has some things that go along with that there's again a kind of a a link to the larger document as a separate document just for this team where they are coached up and reminded about good hiring practices in particular things like uh being aware of biases and interviews and so there's like kind of you know definitions what types of biases are what they are how to avoid them we have a few videos that people are on these advisory teams view to remind them about being cognizant when you're sitting in an interview about saying you know oh the first person was great and then letting them be the standard you judge earn else by but you know trying to put those things out of your mind as much as you can and being fair and taking each candidate at their worth as they come in and being specific about the you know things that are pauses for them one of the things that we might need to do to support them if we were to add them to our team and as an ongoing goal in our district is to try and increase the diversity of our staff to more better uh reflect the growing diversity of our students and so if there our qualified candidates so they have their certification they have you know particular sometimes specific certifications in the areas we're looking at like I said we're looking for somebody who's a physics-based teacher we need somebody who has a physics background we want to make sure that we bring those candidates in and give them the opportunity to come in and interview with us so that we are again purposely trying to avoid some of those biases that might exist so after that process then we get to our finalists um you know not the finalists but sort of the final group narrow it down usually gets narrowed down to two or three candidates um and that will involve a couple of things that's going to involve a performance assessment and so the department chair and the designated administrator will work together to determine what that's going to be and it can be a plethora of things that there's an opportunity to go observe that teacher teach in their classroom or review some materials that they have in terms of lesson planning they've done maybe there's some other uh you know a question and scenario types of things so again that is varies in a lot of ways the document that is more detailed has some samples and examples of the things that can be used for those performance assessments but again the idea there is to try and tease out as much you can in a practical sense what this person can bring to the table as a candidate for us and again as I said those are varied and customizable because depending on the need in the department and the position we might want somebody to pursue a different type of performance assessment to try and fill where we feel like we have a need based on that opening or somewhere we want to get stronger and get better um at that time then also the department chair will start their reference check so they're making those phone calls sending out those forms to make sure that we are getting some check on the references that always includes a phone call to a direct supervisor um which is sometimes some people list that person then the references sometimes they don't but that's something we always seek to do because we want to have that perspective of the employee potential employee then there's a second admin interview which is usually involves the building principle obviously and also then Gina comes into play at this point as well as our leader in curriculum side of things to make sure that person meets the muster in terms of what we're doing curricularly for our students so she'll meet usually two candidates out of that group and then kind of be part of that process as well so again once that happens and Gina's had a chance then to meet with those candidates all the data is reviewed so we're reviewing the video interview reviewing the notes from the first in-person interview we're reviewing um the application the references all these things and taking the notes you know feedback from those people who involve were involved on that interview advisory committee and then the designated administrator department chair are reviewing all of that and then they talk to the principal and say Here's the finalist here's who we would like to recommend to hire principal then double checks with Gina to verify hey any red flags about hiring jury that she seemed like she's good and Gina says thumbs up or go with your e and then the department chair has the clearance to then reach out to our candidate and make uh sort of that initial offer saying you are a finalist you're who we would like to go with pending board approval and you're you know discussion with HR about everything else so once they do that they send over information to me so I know the candidate is and then my role in that process at that point then is to review all the information I double check on their certifications their endorsements do they have what they need to legally teach you know I do my due diligence to make sure there isn't any other things we need to worry about I review the information that comes back from the background check they also do which is the fingerprinting criminal background check to make sure that they are also fine there and then I will contact the candidate and I discuss you know what they're say whether we're looking to place them on our salary schedule based on their experience as well as their educational background which is how our salary schedule works and then if they are amenable that then we send out our contract to them which then is what will come to the board then for approval and that's what shows up in the Personnel report like what you'll see this evening so one of the things that came up in the last week or last month not last week last month was that we had an administrator come on board prior to being approved by the board and over the last several years working with a variety of boards we've approached this in different ways but many times we need to announce internally sometimes externally that somebody is starting with us prior to the board approving that person being employed with us and this is where the board superintendent relationship gets a little weird as we discussed in our starting right workshop and the fact that the board hires one employee technically me and then the superintendent's responsible for hiring all of the other employees however there is an oversight of the superintendent hiring all of the other employees by coming to the board for board approval so there's always almost always this window of time in between where administratively we've worked through this whole process that Jeff has outlined we've made an offer to somebody they've accepted that offer administratively we've signed off on that process yet the board has not yet approved that person sometimes it's while the school year is running right like a teacher has to leave for some reason we hire somebody to come in it's we need that a teacher in front of our kids right away we're administratively approving this person but it might be weeks before it comes to the board for approval so we're still communicating to that teacher's students and their families that you know Mrs Smith has come in to replace you know Mr Jones and uh you know pending board approval they will be the full-time teacher in this position boards in the past have uh and board presidents in the past have encouraged us to lead with that statement that this person is coming on board pending board approval to make it clear that the board has a role in the approval process however the board's role in the approval process is very restricted by law right there would have to be something a glaring problem in that recommendation to the board for the board to not approve that and have it move forward right so uh we don't want to give the impression that it's a rubber stamp by the board right that the board has no involvement but the board has limited involvement in a hiring of anything other than a superintendent right um so I I guess at this point I kind of like this board's take there's kind of two we talked with the board's attorneys on kind of how different districts do this some districts take the tack that we do we kind of open with it you know Travis McGuire will be hired by District 99 pending board approval that's kind of the opening line of our announcements right other districts talk about hiring Travis bringing them in everything else and then at the end of the announcement you know and Dr McGuire's contract will be on the next board agenda for approval all right and indicate a softer uh direction that the board has authority over it either way it shows up it's just how would this board like for us to indicate that when we make those announcements and it's not for every hiring we do but like a head coach or you know a very public teacher like a band director or an administrator or principal those are the types of positions where there's usually some kind of an announcement that goes along with that that could be going out in that in between time um I can summarize the concern that was raised by Cara who is not here tonight um so her her point of bringing this up was as a board uh as Hank suggested we have limited roles in approving the hiring of personnel right as Hank suggested unless there's some exigent circumstance that would present itself were pretty much approving those hires so to say that we're hiring somebody subject to board approval sort of gives off an impression that we're sort of going to be evaluating the hiring and determining whether or not that person should be hired as a board and I think that's probably not that true and accurate representation of the process but Hank explained to me that the former board under Dr cupka's leadership wanted that language in there because they wanted the public to understand that it's not simply a rubber stamp um it's ironic because Kara was arguing that it is a it is kind of a rubber stamp um so I think Hank is just looking for direction from us as to what language to utilize as we go forward do we want that language that it's subject to board approval or the alternative is to like yeah the other thing would like we have led with it in the past to indicate that the board has a process as a part of the hiring process which you do you are asked to approve everything and nobody's when Jeff makes the offer it's always pending board approval right like if if it wasn't approved at a board meaning that person would be terminated immediately right um the other option is being kind of just less leading and front forward with that and just including that the process ends with border like the recommendation for you put a kind of lower in the announcement towards the end where you say you know Mr Espinoza will come to the board for contractual approval you know at whatever date um uh she was just questioning whether or not that language was necessary because we're not really um you know integrally involved in making individual decisions on hiring processes yes it does it does transaction yeah correct my my perspective after hearing all of this is as long as it's not interfering or interrupting your process Jeff by making that representation that's subject to the approval of the board and I think we should just continue on that path um because what if there is a circumstance that there is something that was missed and the board has an opportunity not here it doesn't have to happen not here if you remiss if we if we change the policy tonight and then something did happen and we'd have to sort of then take action potentially to terminate that employee even though we never really want to prove that in the first place so I'm of the mindset that we just maintained the process that was uh directed from the prior board yeah I agree I would agree I agree okay that makes it easy we have a template that we generally use that indicates that the final process is board approval you mentioned that the video is that video for everyone who wants a role here at okay yeah we do we video we use the video interviewing for every position we post how is that going for us because that's an extensive process for those who probably aren't Educators so who may be looking for a role that may be in a um floor salary band I mean because that's a extensive process based on where and I don't know well yeah there's still people are still looking for employees so how do we compete if we need an employee who is not going to be an educator but we need someone in the facilities or something like that that's a lot of steps for the role and we have to compete with other or they don't have to do as much so I I know I question question that in the past about that's a that's a lot to ask in a competitive um employee environment I think there should be based on the role we look at the steps that the person would have to take basically rule because having someone you know on a video that may be looking for a role in our facilities or a lunchroom or something like that that may not even have access to um video and all that stuff I yeah I I think I have said before I think it's a lot based on the what the level of the position may be well I know I don't think so the first question is impacting us something that effect and I don't think that it is we do occasionally get people who have questions about the process and uh we're able to answer those I know for some of our uh hiring managers who do hiring facilities or some of the other areas beyond our certified staff they actually appreciate the video interviews because it allows them sometimes the opportunity to streamline their hiring process a little bit because they sort of get that first interview screening is done on the computer um I would say when we look at I don't have a hard uh percentage number but when I look at the number of applicants we have just in any position versus the number of people who reach out with problems it's pretty minimal um and half the time it's you know they need to update their phone because a lot of people are doing these on their phone or on an iPad or something and and they're and it seems to be working out well I know a lot and there's a decent number of other districts who also do use the hiring videos as well there's two different Services out there but they're all pretty similar in terms of candidate experience oh okay I'm just curious of what the other board members think I actually think it's a stressful process um and it depends on what role you're looking for I've talked to some community members and kind of talked about oh yeah they're like you have any roles check it out and then I hear oh my God I just you know just the idea of going through all that are the you know they may not have completed it for those reasons I think it's a great idea but I just think in a competitive employee Market is that a competitive approach depending on the role that's all yeah well I mean the area that uh we maybe have the biggest need right now is with substitute teachers and paraprofessionals in the district those are the positions we have most difficulty filling and in order to address just the need in general and also maybe taking consideration what you mentioned that maybe some people may not be comfortable um that's why we did the hiring career fair in June and we're going to be looking to do another one in August where we are here at we did it South last time probably we'll be doing it again I think it was about four hours of time where myself and the rest of my staff were there Scott was there to help out a little bit our last one and we had Chromebooks we brought in some of our current staff members who are paraprofessionals and substitute teachers um and all those people were there were to meet these people and answer questions we had Chromebooks available so we told them hey here's what this application process involves if you'd like to do that here here's Chromebooks so if you have any questions people are here to help and assist you so um yeah we're always like we understand that there might be some people from time to time who that's a bit you know maybe intimidating or they have a technology glitch or something and so we do we I think we really do do our best to go on our way to try to help support people to get those applications in yeah technology in itself could be the hinder is like I am not technically savvy so I could be the best candidate but now I can't even go for the role to the NFL for depending on what the role is so I I just think about all that stuff especially [Music] in the code just being conscious of that today in the climate of people age was right that that may not be from that perspective the other question I wanted to ask about the diversity piece so we talk about there is a video so we're already exposing I know you know the diversity if there is a video I remember Pete talked about at one point we had it where you did not we were doing maybe extracting the knee we're doing something to kind of ensure that there is no unconscious bias in the process in the in the interview process but the video actually you know that kind of well and that's part of the reason for the video interview again as well is that you know you're not looking at names on a paper you're looking at the video which you don't know what somebody's background is based just on their name necessarily so we want to encourage our staff to look at those videos so they are bringing in diverse candidates make sure they're getting every Fair advantage to be reviewed and considered for our positions the the video interview serves as the first face to face interview for every candidate right so everybody who takes the time to fill to to complete which is I mean each video is 30 seconds yeah there's average time to complete is maybe 10 minutes yeah so every single person that goes through the effort to apply and to complete the video interview is going to be few they're going to get a first round interview um okay okay you know where in other places where people are screening using paper there could be implicit bias based on where they went to school or where they worked before this or what they look like or any of those things that could be there that we work with our implicit bias training to make sure that those aren't there but more so we get to hear their words not what we interpret of their words on on a page right so it'd be the same as if anybody wanted a job here came in sat down in front of us asked answered four screening questions face to face and we had the opportunity to to review that with everybody who wanted a job here so yes it can be a barrier maybe for some people but we believe it opens more doors for candidates than it closes and we we haven't had issues with custodian staff or support staff or I mean it very few individuals that have a tech issue and most the time it's um they want to re-record some like they made a mistake as they were recording yeah something happened yeah or a lot you know they're at home and the dog knocked over their computer so they want to reset we can we can do that yeah I I guess we can imagine measure who how many people don't do it because they don't have technology we can only you know what I mean I've only had one person reach out to me in the eight years that we've been doing it uh that was concerned that they needed to complete a video interview but um because we can't ask uh in the application process you know what race or ethnicity someone is the video interview allows us to fulfill our policy which is to bring in a diverse candidate then provide them with an interview that would be the only way unless we're going to interview every single candidate well I said and that's kind of the proactive advantage to it so somebody's name is Bob Smith I mean they could be biracial they could be any one of uh different backgrounds um and so this gives a chance to look at that person say okay here's somebody I wouldn't expect there was a diverse candidate just looking at them on paper but they are and I'm going to be bringing them in or you know hopefully we don't have this because we we're cognizant about this but there's also you know there's research out there that'll say that if you have a more ethnic sounding name from a less anglo-sounding name you might be less likely to have your application looked at where we purposely are saying no you must look at these videos you must make sure you're giving these candidates Fair appraisal and fair review just like you would with anybody else if you're looking just on paper it's I think that helps hopefully is leveling uh the playing field in that regard just to make it where we are you know instead of meeting our goal to try and you know have our staff more more accurately reflect our students which is always going to be an ongoing goal so if we got rid of the video interviews we might miss out on some potential diverse candidates that we don't otherwise bring in foreign I think I'm Google is concerned about this video two for certain roles that's all but okay all right um then once they're uh somewhere in here there's an onboarding process depending on the timeline and everything else they could be before the announcement before board approval or it could be after but generally Jeff what do we do with onboarding to get somebody started up with absolutely so onboarding I think that you know I view it as starting with and I make that call to the candidate to make an offer to them and then for all of our candidates regardless of what type of position they're interviewing for then the next step is pretty similar um I review with them here's you know what you're going to need to consider Insurance options you know uh some of the disclosures things we need you know being a school district of DCFS Etc and then they are reached out to by my office and uh usually it's it's Chris Blum who's our ad assistant in the office you'll meet with them when they have their paperwork ready sits down with them make sure that they have all their ducks in a row and T's crossed eyes dotted all that paperwork's done it's no chance for him to reinforce some of the things I've discussed with them on the phone another chance for those candidates to ask questions while they're coming on board um so that's that paperwork side of things and then again specific to our certified staff obviously the bulk of those come in at the start of the school year and so then they have the new teacher orientation program which is in August which is an annual thing run by the associate principles for instruction at each building so I always make sure they know about that but then that gets them started with on the right foot with everything they need to know about d99 to be successful right off the bat get some chance to get you know meet their Mentor teacher hopefully so they have that piece going on with our mentorship program moving on so that onboarding process starts with my phone call and continues on uh into the future of their employment with us at least a couple years formally but then informally you know hopefully they're building relationships that allow them to be successful in the long term as well so any questions overall Jeff do you do you see District 99 still being competitive in the marketplace and attracting the highest and best candidates I I do um and it's you know it's a great question because I'm reminded about when we uh we had a job for several job fairs I went to in the spring and uh you know one of them was with other a group of high school districts that I you know collaborate with the other people in my similar positions at those districts and we kind of as a group put on a job fair and you know it was for you know let's say it was 10 to 2 o'clock and I was there for another half hour because there were still people lined up who just wanted to say hello get their resumes in to District 99 because of our reputation and when I go to like ISU or which is a you know one of I think the fifth largest producer of teachers in the country um there's always lines of people who want to come in and and and introduce themselves to me because they are familiar with District 99 and our reputation so um you know as you hear about the teacher shortages and while that you know is real for us in the sense that some pools for those higher harder to find positions I should say get a little shallower because there's fewer candidates we still have been very fortunate because of our reputation and the great things that we're doing now um to still attract a good pool candidates to have be a place where people you know I refer to as a destination District and how would you characterize our compensation packages I mean is it competitive I would say our compensation package is competitive um we do get candidates sometimes with several years experience coming from other districts uh because a they want to come to District 99 because of the great reputation and the things that we're able to do for students here and be oftentimes they're going to get see a little bump in their paycheck versus where what they would get where they stay so we are very that's one of the reasons why I think that you know the teacher shortage hasn't hit us as hard is because we are not only competing or attracting I should say the new teachers coming out of college but we're also able to recruit from existing uh staff and other other districts how often have you found that where we've identified a candidate we've selected that candidate and then you have a conversation with them about salary and benefits and then they reject the position has that happened in your experience that has happened yeah it's it's happened this I'm going my fourth year in this role so it's happened a handful of times I would say once or twice a year that really is a sticking point um but and what happens in that regard I mean is there Talk Amongst the administrative team about potentially countering and increasing the offer or is it this is our package this is our pay grade and that's it and if you don't like it yeah and unfortunately it's more the latter uh because what I will do as it comes up I'll you know go back and probably usually it's Gene I talk to and say hey am I missing anything here you know that we should give just to or throb as well just to make sure that you know when I've reviewed all the information I have you know do I have everything I need to have given them the correct offer because that offer is going to be based on the year's experience and then it's also going to be based on their education that is applicable to our district so where we do have have run into the problem a couple times is where you know districts will do their own PD in-house and then they'll sometimes get teachers credit for that but that the way our contract is written that doesn't transfer over here necessarily because we have with a few uh specific exceptions you have to be taking coursework and advanced degree program that is par sorry coursework that's part of an advanced degree program so you have to be taking courses that are part of a master's or doctoral program and not in-house sort of like uh PD stuff that other districts who let you pile up uh those credits I mean we have some options like that here in District 99 but not as many as other districts do so that will kind of inflate and you know some places will do that I think as a way to help keep their people because then they're going to price them out of moving somewhere like District 99.

that miners have been misdiagnosed leading them to be prescribed quote life-changing and irreversible effects in July 2022 the English national health system announced it would close the Tavistock gender Clinic because of safety concerns please change course be courageous and stand in the way of harming other people's children thank you so much and and you guys smile at me and touch me on the shoulder thank you I appreciate it uh next we have Moises hi so thank you for giving me the opportunity to speak here in front of you I don't speak in front of everybody very often so please be patient with me we sometimes probably I can make mistakes or things like that but be patient so yeah I am here in order to try to protect uh to protect my kids so because this agenda like the lady was saying LG TV agenda is I think it's a serious thing that is going to be affecting our kids so it's a different Doctrine that our faith and our training is in our house so this is a many of the of the things this agenda is having is against of our faith our customs and our Traditions so I want to make sure that my kids are going to be non-indoctrinated to follow up this There's No Agenda and I am concerned about their safety like like you were mentioning about this um hormones blockers and all those kind of medicines or surgeries that are going to be the kids are going to be pushing the kids are like uh like a little like a little dog you can you can meet you can form form them so that's why this agenda is taken advantage of that of our kids because they know that at that age they are forming still they are in the process of forming if I know that something is going to be dangerous for my kids I won't allow them to do it because this is something that can affect your Healthy their lives in my my kid wants to eat chocolate all day I won't eat chocolate all day just because he wants or because he thinks he's gonna be healthy for him for him so I'm gonna let him know that there are other things like vegetables like meat which are needed for the body to grow healthy so that's why I am very concerned and I would like to I know that the governor and everything has signed bills to don't block any topic or dumb block any book but I'm very concerned about those kind of topics or books be promoted on the school because in the National education I don't remember the name of the of the National Education System but I was reading that one a little bit and it is promoting to challenge the kids to change different to change their mind to challenge themselves to try a different to be a different person to be a different what they are is what they are promoting so the one of the of the major things of the human beings is to know who they are and where they are coming from if we if we make more confusion in our kids about who they are and who they are coming from so everybody is going to be doing whatever they want with them because they are going to be destroying whatever they have like a basis or solid and it's gonna be like easy to to move like uh if if somebody already made them to to change what is what is a fact what is a biology biological fact selecting anything is going to be possible for them to to tell them to tell them and they are going to be obeying because they think that because of that and see their their little kids they don't have the conscience to be to be thinking whether it's going to be good for them in the future and what is going to be bad so that's why I am very concerned about my little kids and my young kids so I would like to know if there is a path or a way to avoid this kind of things in my my kids even if I like like the lady was saying if there is a way to to block or challenge this plan for this agenda could be great but I I uh but I need to know how to protect my kids because so that's why I'm here I am a father and I am and I am taken the decisions to for them because I according to my to my to my faith I am giving them the the best I can to choose the correct path on life what I think is going to be the more healthy for them to grow once they are adults they can make decisions but when they are when they are kids so I think as a parent I I have the responsibility to show them what is the the what is going to be the correct for them because nobody is going to be loving them more than their parents I don't I don't think that the state or the government is going to be loving more than the parents our kids so that's why and that's all thank you thank you I already had a motion I said consent agenda but it should have been agenda first so she wanted to consented in again perfect uh a motion and second are required to discuss and approve the consent agenda so move second so in your board packet you have your revenue and expenditure reports um revenues are currently at 100.1.101.90 compared to 100.3 um 07 a year ago expenditures are at 99.99 compared to 96.92 a year ago um these are still pre-audited numbers so they are going to change because there's always a couple journal entries that we do and then um over the next week and two I will kind of scrub the counts just one more time before we do the audit to make sure that everything is in the right buckets before it gets to the audit um level but just so you know that these aren't the actual June that will be on the audit in Northern Keynes report their expenditures exceeded the revenues by 91 576 dollars for the year which reduces their fund balance down to 428 177 last year they had um 500 and then we reduced it down to that it's mostly timing of the bills being paid from the prior year and just kind of is always going to have this little ebb and flow when we first took over a couple years ago that was closer to almost 800 000 so we've knocked that down and trying to spend it when it when the money comes in so we're doing a much better job with that this month no impact fees or transition fees were received since the last board meeting so the total impact fees for this year are going to come under budget for three 312 000 and then transition fees are going to come under about forty thousand dollars um in your packet you also have bills payable reports for the final June so every year we do one more big payout for any last June stuff that we get from the June 20th board meeting to the end of June we try to get our insurance bills and stuff like that they come at the very end of the month so or at the end of June so we try to squeeze all of that in for the June so you have June and then you'll have July's bills Northern Kane we were able to get everything in for June for the year because it belonged to that year so there were actually no bills for July and then we're going to start our audit on August 7th so we're going to start working on that too along with the budget my phone call was uneventful on Friday oh I had mine so it was done okay just so you know um a motion a second required to discuss and approve the cross-country overnight trip that will be held September 8th and 9th 23.

so if you were to take a ballpark like if it's 160 I think it was up roughly 160 per student if I recall yes like what's the actual cost per student just in my head just so I can north of 200 or um it's really hard for me to nail down all of them I can follow up with some more detail but um yeah it varies so much from a student who's taking High School classes that might have some AP courses in there compared to to an elementary an elementary student the 150 160 might have been okay for the elementary by itself perfect that's what I thought I wasn't sure so I appreciate it you're welcome dollar amount the Health Trust is is growing and what you mentioned which is good and does does the Health Trust committee do you do they entertain bids from various providers each year no we look at um there are certain things that we do on a schedule um we evaluate the third party administrator which is generally as a self-funded Health Trust we basically you have a handful of options it's Anthem United or a local option and we have been with Scio for a couple of decades now we evaluated often I can't tell you how many conversations we've had over the last five years about whether or not we should take it to bid and we usually ask our advisor to go out and Market test it and they come back to us and say you're probably gonna get the same or similar experience to what you are now thank you the experience we had last year with 12 pays and one half of the year and 14 pays in the other half I know that there are organizations that are impacted by the 27 pay a year issue maybe once every 10 or 15 years and I can't remember is that something that impacts us or if we got a way around it it is but it's way down the line before we have to revisit it again it caused all kinds of problems a few years ago when we addressed it last time but I think we have until 2027 I think before it rolls back around again for us thank you okay okay we have another round of policy updates do you care if I take a second just for this audience please talk through our Public Work session that happened just before this in case there are different people in attendance so um some people have seen we did post that we held a public work session from five to six today this is just in reaction to us as a new board figuring out how we work together and provide input and understand each other's perspectives on policies as they're ever changing so we don't make decisions there we don't vote there we just get an opportunity to talk about our perspectives as new policies come up Dr Roberts provides a list of the policies that we have niola revisions for we provide input on those that we have questions or comments on and then we prioritize those tonight and I think we made it through four so Dr Pleak was nice enough to take notes for us that input will be discussed by the end Administration and then a few of us will work with Dr Roberts on her visions that would then be provided to the board before our vote on on that grouping which I think will be on August 7th so for people who wanted to know what that meeting was that's what it is public is welcome to attend we don't necessarily have a portion of the time set aside for a public comment that can still happen here in the business meeting but it was our first go-around I think it was pretty successful was really helpful to get input from the team so just a little context there now Dr Robert thank you Mrs Wilden so we have a few different things happening here the first two bullets are in regards to First reading on some policies that just from a timing standpoint we needed to try to adjust but again just a first reading tonight no no vote revision to policy 6320 is there is will be a recommendation that policy is called purchasing and then revision to policy 32 20.01 which is teacher appreciation grants relatively small majors in each of those there was a dollar amount change in regards to purchasing agents syncing out price quotations and giving a range and in terms of where those dollars were in terms of when that need it would occur Dr Phillips you might want to take just a second to indicate we moved recommending we'll be recommending 150 000 moving to three hundred thousand dollars in terms of falling within that window of dollar amounts sure we we made a special request to add this one to this agenda Dr Bozeman and I the legislature changed this threshold only for schools um to have to go competitively bid projects increasing that threshold to 300 000 for us incredibly advantageous and they recognize the the dramatic increases in prices for for several items over the last handful of years I'll just give you one example you all approved I believe it was a a chiller for Northside uh just in the last handful of months if this threshold had been in place we could have just gone and purchased that Chiller had it installed with the specs that we use there's only basically one or two vendors that could have done it anyway but instead because we've had to competitively bid it we had to incur the cost of an architect and engineer go out and do the bids run them in the paper so it actually cost us more in that case this will allow us to if more efficiently meet our facility needs without having to unnecessarily competitively bid projects up to that three hundred thousand dollar Mark as opposed to 150 000.